Methodological bases of teaching in FL Education

Lecture №1

Methodological bases of teaching in FL Education

Plan

1. Introduction: Methodology, the essence of the term.
2. Paradigm. What is it?

1. Strategic orientation in FL Education in the Republic of Kazakhstan.

Introduction: Methodology, the essence of the term

 

Methodology as a philosophical study of the ways of cognition is of a great importance for FLT.

The practice of FLT shows that it is impossible to solve new methodological tasks on the basis of old traditional methodological approaches. It has always been so. There were different approaches: Behavioristic approach, Cognitive approach, communicative approach, Personal-oriented approach, Lingua-cultural approach. Approach as you know denotes a more general theoretical orientation, a strategy to FLT while a method is just one way that the approach is realized in practice, it is a tactiсs you choose for classroom practice, for teaching a FL.

The term Methodology as a theoretical study of the scope of methods and principles of cognition in the field of this or that science should not be confused with:

1) a method as a system for teaching a language that is based either on a particular theory of language on a particular theory of learning or (usually) on both,

2) techniques used in classroom

3) FLT Methodology-the theory of teaching foreign languages

Paradigm. What is it?

 

Education is one of the most important spheres of human activities which contribute greatly to colossal social changes and the development of science and technology.

The new strategies in the social-economic development of Kazakhstan have changed the requirements to modern education. The transfer from knowledge-centered approach to professional competence approach provides global changes in training qualified creative specialists capable to solve problems in different situations life long learning. In light of the Bologna process lifelong learning is an essential element of Education. The lifelong learning strategies are necessary to face the challenges of competitiveness and the use of new technologies and to improve social cohesion, equal opportunities and the quality of life. The importance of FL education is crucial. Consequently, the main thing today is FL through the whole life. Lifelong FL learning is a continuous FL learning process enabling students to acquire and update FL knowledge, skills and competencies at different stages of their life and in a variety of FL learning environments, both formal and informal.

The process of globalization in all spheres of life makes it necessary to look upon education on a global scale. That’s why it’s of crucial importance to define what Paradigm of Education is.

Nowadays, we often speak about the new philosophy of education, the new Paradigm of Education, what is this?

According to Webster’s Dictionary (USA, p. 842), a “Paradigm – is a philosophical and theoretical framework of a scientific school or discipline within which laws, generalization and experiments performed in support of them are formulated”.

Paradigm (Greek “Paradigma”- model, theory) is the initial model and methods of research which are used within a certain period of time in the scientific world.

Paradigm is the beginning of any science. Paradigm is a conceptual model, theory, a set of principles, pervading the whole process of scientific investigation. In modern philosophy the term “Paradigm” denotes a system of theoretical methodological and acseological sets. Paradigm of Education is a sort of educational revolution which changes, principles, content, aims. The term was first used by Bergman and later by Coon. It’s a category of scientific cognition.The term is interpreted differently by different scholars.

A new educational Paradigm suggests revolutionary changes in the field of Education, a new mission of education, a new vision of final goal, levels of education and the role of learners in FLT process.

The main components of Paradigm are: conceptual ideas, scientific basis, principles, strategic aim, programmes, technologies and resources.

PARADIGM ------- PRAGMATIC-COGNITIVE

-------- INFORMATIONAL

----------ANTROPOLOGICAL

---------- PERSONAL-ORIENTED

----------- CULTURE ORIENTED

 

Paradigm serves as a regulatory factor for methodologies.

The term “methodologies” denotes the scope of methods and principles of cognition in the field of this or that science. Methodology may be philosophical, humanistic, culturelogical, anthropological.

 

Recommended literature

 

1. Cobb, P. and Bowers, J.S. Cognitive and situated learning perspectives in theory and practice. – Educational Reseacher, 28 (2): 4-15.
2. Chomsky N. The practice of English language teaching. – Longman, 1991. – 32-33.
3. Nunan D. Language teaching methodology. A textbook for teachers. – GB by Redwood books, Trowbridge, Wiltshire, 2009. – 233-234 p.
4. Моделирование в системе профессионального образования: проблемы и пути решения. Сборник материалов Республиканской научно-практической конференциии., Алматы, 2008г.

 

Questions for self-control

1. What is methodology?
2. How has the social-economic development of Kazakhstan changed the requirements to the Modern Education?
3. What can you say about the life-long education, what is it?
4. What is Paradigm of Education?
5. Why is Paradigm of Education compared to educational Revolutionary?
6. What are the main components of Paradigm of Education?
7. What does anthropological Paradigm suggest?
8. What does the process of Globalization suggest?
9. What reasons hamper the process of integration into the World Educational sphere?
10. What are the 3 possible ways to ease the process of Globalization in the sphere of Education? Which one is the most rational? Why?
11. What are the main principles of the Reform?

 

Lecture 2

 

Plan

1. The new interpretation of methodological categories in the limelight of new methodology.
2. Cognitive linguacultural methodology as a conceptual basis of interconnected study of FL and Culture.

 

Recommended literature

 

1. Cobb, P. and Bowers, J.S. Cognitive and situated learning perspectives in theory and practice. – Educational Reseacher, 28 (2): 4-15.

2. Chomsky N. The practice of English language teaching. – Longman, 1991. – 32-33.

3. Nunan D. Language teaching methodology. A textbook for teachers. – GB by Redwood books, Trowbridge, Wiltshire, 2009. – 233-234 p.

4. Елизарова Г.В. Культура и обучение ИЯ, Санкт-Петербург, 2005

Questions for self-control

 

1. How are the main methodological categories of method, approach and principles interpreted in accordance with the new methodology of FL education?

2. What can you say about the principles in FLT? Why is cognitive principle a leading one?

3. What are the points of difference between communication in the native language and intercultural communication? How important is it for foreign language teaching?

4. What innovative principles are introduced for teaching intercultural communication?

5. What principles does the system of methodological principles include? Dwell upon them (What do they mean?)

6. How is the problem of correlation of language and culture solved nowadays? Give different approaches and dwell on them. Your opinion?

7. Language ego. What is it?

8. In teaching socio-cultural and lingua-cultural competence we should supply our learners with lingua-cultural background knowledge. What groups of background knowledge do you know?

Lecture № 3

“The essence and characteristic features of Methodological principles of Modern FL Education ”

 

Plan

1. Communicative competence as a functional language ability

2. Methodological principles, their main characteristics

3. Culture and FL teaching

Culture and FL teaching

Co-teaching of language and culture suggests that in the process of FL teaching they are integrated.

The use of “cultural realia and cultural values, cultural universals” is very important:

1) in the field of language competence: Mc Donalds

Could you consider doing this? Сделай это!

In the English language expressions of commands are more extensive

2) in the field of discourse competence: greetings

Hello (distance of power) In Russian culture most popular themes are wages, politics, sex, religion but in English culture they are a tabo…

3) In the field of language (grammar) competence

No trespassing is appreciated! - По газонам не ходить

No smoking in this area! - Курить строго запрещается

No diving! - Купание запрещено

From the examples we see that the imperative in the native (Russian) language corresponds to the impersonal sentences in the English language

4) in the field of vocabulary: Vocabulary is very sensitive to culture: Mikki Mouse, матрешка, Mc Donalds, home, community, privacy friendship);

“Citizen”- a person who lives in a particular city or town, esp one who has voting or other rights there (Longman)

It is very important to use case-studies the types of which are illustrated by Elizariova G. V.

1) A Russian girl- Natasha is an exchange student at an American University. Once she had a nice talk with an American girl Jane at a party. Before the departure. Jane said: It was nice to meet you. Do not hesitate to let me know if I can help you. We need to talk again. I’ll call you soon. It is so exciting to get to know what is happening in Russia now. Over 2 weeks Natasha was waiting for the call from Jane. Nobody called her. Then Natasha met Jane on campus. Jane smiled and waved her hand but did not even stop. Next time they met in the dining centre. Jane talked lively but did not mention her promise to call. When Natasha asked Jane to help her to use the e-mail provided by the University system Jane answered it was quite simple and that the lab assistant would be resourceful. Natasha felt lonely and unhappy. What happened? Comment on the episode.

2) Another case-study. Liza was an American teacher from Peace Corpus. She worked with our students for some time and then suddenly decided to retire. Her only explanation was: They are cheating me. Always cheating!

- Comment on the case from the point of view of cultural values.

In the process of work with an authentic text it is recommend to use cultural comments at different stages of work: Pre-reading stage, while- reading stage, post- reading stage.

 

Recommended literature

1. Kунанбаева С. С. Современное иноязычное образование: методология и теории Алматы, 2005 г.

2. G. Trifonovich. Culture learning/ Culture Teaching/Readings on English as a second language. Cambridge, 1980, h 550

3. Г. В. Елизарова Культура и обучение ИЯ, Санкт-Петербург 2005

 

Questions for self-control

1. What is communicative competence, its structure?

2. What is a principle?

3. What are the methodological principles, their essence?

4. What techniques can be used in teaching cultural aspect of the language?

 

Module 2

Lecture № 4

Plan

1. Overview of Language Teaching Methodology

2. Types of Learning Associated with the CLT Approach

3. Principles of Language Learning

 

The word "methodology" is itself often misinterpreted or ill-understood. It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another language. Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques. It does (or should) in fact mean and involve much more than that. I've found that Brown's (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to do with methodology) are the most useful:

 

Methodology. The study of pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are involved in "how to teach" are methodologic.

Approach

Theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.

 

Method

A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost aways thought of as being broadly applicable to a variety of audiences in a variety of contexts.

Curriculum/Syllabus

Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.

Technique

Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives.

 

Lecture 5

Plan

1. What is Reading Proficiency? What competences does it need? What strategies for developing reading do you know? Why is the choice of culturally appropriate materials for Reading Proficiency important?

2. Traditional and non traditional approaches to Teaching Writing and Written speech. What competences are involved in good Writing? Socio-cultural and lingua-cultural aspects in writing and Written speech

 

What is Reading Proficiency? What competences does it need? What strategies for developing reading do you know? Why is the choice of culturally appropriate materials for Reading Proficiency important

 

Reading proficiency as an integral part of speech competence demands linguistic competence, strategic competence, socio-cultural competence (cultural awareness) and discourse competence and integration with other skills

Linguistic competence Strategic competence

Reading Proficiency Integration with other

skills (listening, speaking

writing)

Socio-cultural Competence Discourse competence

(cultural awareness of realia, (looking for markers of coherence

cultural backgrounds) & cohesion in the written text for

the purpose of reading

comprehension

Traditional segregated skills approach when writing is divorced from speaking or listening in divorced from reading is not effective because it is non-communicative. Practice has proved that isolation of skills leads to a communicative deadlock. A person who can read adequately but cannot speak will have a serious problem in academic education, in communication. The courses labeled “Intermediate Reading” are doomed to failure for they do not use the potential of the subject, of the topics (themes) in different spheres of communication. In interacted-skill instruction, learners are exposed to authentic language and are involved in activities that are interesting and meaningful. Integrating skill has many advantages:

1. Learners have a chance to see the richness and complexity of the language used for communication;

2. The language becomes a real means of interaction between people;

3. Teachers are given the power and opportunity to develop students’ progress in different skills at the same time;

4. In integrated skill approach the language material is acquired in real context not as discrete language points;

5. Integrated skill instruction is highly motivating at all stages;

6. The significant role of back-ground knowledge is evident when skills are integrated in communication

Linguistic competence in regard to Reading involves using grammar, vocabulary and phonetic knowledge to help understand what is being read. In addition, linguistic competence includes knowledge of the alphabet and the punctuation of the language.

Strategic competence. In reading strategic competence refers to possessing useful strategies for compensating the missing knowledge (gaps in knowledge). These strategies include the use of clues available, power of guessing, background knowledge, and context (content).

Guessing is a very useful strategy and it can be taught and practiced in classroom: Good readers:

1. Read extensively;

2. Integrate information in the text with what they already know (see “schemata theory”);

3. Are motivated

4. Have a purpose for reading

5. Read in different situations where written language serves real functions (entertainment, information, direction)

Reading serves various purposes in different countries and cultures place different emphases on reading texts. For example, in the USA and in Europe there is a great emphasis on bedtime stories and children are brought up hearing stories and fairy-tales when they go to bed. This tradition however is absent in many Asian countries. According to “DEAR” programme in one of American Universities students were to Drop Everything and Read.

 

Traditional and non traditional approaches to Teaching Writing and Written speech. What competences are involved in good Writing? Socio-cultural and lingua-cultural aspects in writing and Written speech

In Traditional approaches to teaching writing teachers emphasize grammatical correctness, correct sentence structures, phonetic and grammar rules to follow in order to avoid mistakes. Nowadays according to the cognitive lingua-cultural and in integrated skill approach Writing proficiency is regarded both as a means and as the aim of FLT.

Writing Proficiency involves language competence, (i.e. grammar and vocabulary), socio-cultural competence and discourse competence which enables them to organize their texts cohesively and coherently with respect to purpose, genre, topic. In reference to Writing Strategic competence enables language learners to use strategies to write effectively. The scheme shows the interaction of Competences in Writing:

Linguistic competence Strategic competence (getting ideas

grammar, vocabulary getting started writing drafts revising)

 

Writing Proficiency Integration with other skills

Socio-cultural

competence (Rules and principles that Discourse competence (Cohesion enable writers to vary their use of the language coherence)

with respect to genre, topic, purpose)

Linguistic competence in regard to Writing Proficiency involves correct grammar, vocabulary and phonetic knowledge in order to express ideas adequately to the context.

Added to linguistic competence writing proficiency needs developed socio-cultural competence which enables language learners to vary their use of the language taking into account the topic, the genre, the purpose and the addressee.

Discourse competence in Writing makes the text well organized cohesively and coherently which shows semantic relation between elements in the text and which is crucial for the interpretation of it. For this some devices are used: reference, substitution, ellipsis, conjunction and lexical cohesion

For example:

1. Slowly, James moved the tables away from the door. He moved only the large ones that were blocking the doorway. (substitution)
2. He was a good Worker. Therefore, he was given a prize. (conjunction)

Appropriate use of devices contributes to the coherence of the whole text.

Strategic competence enables students to write logically and effectively. For example before writing an essay we may brainstorm to get ideas together, draft, make up a plan, make notes, etc.

Students from different countries have different preferences in choosing devices, topics, the ways they develop their topics-all this is related to their own cultural experiences, cultural background especially at level 1-2 of cultural awareness in a FL.

Integration of 4 language skills reading, writing, speaking and listening leads to improved FL writing ability. But the improvement is not automatic. Being a good reader does not make one a good writer. Reading serves to give ideas, data, model sentence pattern and structures but a student will be able to become good in writing only by writing” (Jacobs, 1983)

The more experience students have in writing the more fluent and correct their writing becomes. In Traditional approaches to teaching writing and Written speech language- focused activities rather than learner-centered activities are used: teachers emphasize grammatical correctness, correct sentence structure; feedback is given when the writing is finished; students are discouraged from making mistakes.

Nowadays writing and Written speech are regarded in the frame work of Intercultural communicative competence: students are taught writing and written speech for communication on intercultural level. Students are taught to discover effective Writing techniques and strategies under the guidance of the teachers. Writing is not only individual, it is collaborative. For example, in creating projects

Students assist one another in composing texts, they shape and refine their thoughts: “A writer’s normal task is a thinking task” (Flower and Hayes, 1977), because Writing is a cognitive-communicative process. The 3 stages of Writing prove it:

Pre- Writing activities

Idea-gathering Information-gathering

Journals Interviews

Brainstorming (sharing ideas Clustering Dialogues

or in small groups Cubing (6 sides of the cube) Peer Reviews

1 describe (color, size, shape)

2 compare (what is like or unlike)

3 associate (similar or dissimilar

4 analyze

5 apply

6 Argue (for it or against it Why)

The Pre-Writing Stage in very important: it involves finding a topic, gathering ideas, generating ideas, shaping, refining, organizing (taking into account the audience, the genre, the tasks, etc.)

 

While Writing activities

-Writing a plan

- Drafting

- Writing paragraphs

- One sitting writing (from beginning to end) Letter writing

- Leisurely Writing (begun in class, finished at home) Essay

- Jigsaw writing Resumes

Summary

 

Post- Writing activities

- Revision (some formal changes, substitutions, reorganizing)

- Peer Reviews (in pairs)

- Editing

- Error Corrections

- Rewriting

The process of Writing is not linear, It is creative! It means that there is constant integration of idea gathering, grammatical and lexical shaping and changing the structure, revision, editing, etc.

IV. Writing and Written speech activities in FLT. According to Robin C. Scarcella and Rebecca L. Oxford all writing activities may be grouped by FL proficiency levels: beginning, intermediate and advanced and though they spoke of writing activities in ESFL it is quite possible to apply them to EFLT:

Beginning level	Intermediate level	Advanced level
Writing sentences;	Letter writing (informal)	Reports
Writing lists of varies kinds(shopping lists, etc)	Congratulations, part-cards;	Letter writing (formal): letters to editors, to travel agencies etc)
Note taking;		Sport digests
Writing plans;		Character-sketches
Writing down simple messages (telephone);
Descriptions sport-class writing reproductions jigsaw
Dictations writing; cooperative short story writing
	Projects essays e-mail

 

In letter writing socio-cultural and lingua-cultural aspects are very important. All the structural elements of the letters contain cultural aspects:

a) Salutation to the addressee

b) General message

c) Closing and signature

d) The writer’s address

Salutations are placed on the left margin. The informal salutation begins with Dear followed by the addressee’s firth or given name: Dear John! Or Dear Mary! Each letter is a personally creative act of real communication and it reveals the person’s language competence, discourse competence, Strategic competence and his cultural awareness

 

Recommended literature

1. Geremy Harmer. The Practice of ELT. London - New-York, 1991

2. D. Nunan. Language Teaching Methodology. Phoenix, 1991

3. Byrne D.Teaching Writing skills.London:Longman, 1998

Questions for self-control

1. What is Reading Proficiency and what competences does it need?

2. Why is integrated-skill approach important for teaching Intercultural Communicative competence? What skills are Reading integrated with?

3. What are the advantages of integrated skills?

4. What does linguistic competence (strategic competence, socio-cultural competence, discourse competence) in reference to Reading imply?

5. What strategies for developing Reading Proficiency do you know?

6. Why is the choice of culturally appropriate materials for Reading important?

7. Discourse markers. What are they? How important are they for teaching Reading in the context of cognitive lingua-cultural Methodology?

8. What are the points of difference in traditional and non traditional approaches to Writing and Written speech?

9. What competences are needed for writing proficiency?

10. Lingua-cultural approach to there stages of Writing.

11. Writing activities and culture?

12. What can teachers do to make writing fun for students?

Lecture 6

Plan

1. Listening as a crucial skill in the formation of Intercultural communicative competence. What Competences are involved into listening Proficiency

2. What competences must learners acquire to become proficient speakers in FL.

Recommended literature

1. Geremy Harmer. The Practice of ELT. London - New-York, 1991

2. D. Nunan. Language Teaching Methodology. Phoenix, 1991

3. Underwood M. Teaching Listening. London:Longman, 1998

Questions for self-control

1. Listening is an important skill for Intercultural communicative competence?

2. What competences are needed for listening Proficiency? Speak on the importance of each of them.

3. What are the main factors that influence listening Comprehension?

4. How can the teacher make pupils cognitively involved in listening?

5. What makes pupils better understand the target language culture?

6. What competences must learners acquire to become proficient speakers in FL? Characterize each of them.

7. Speaking activities that facilitate the development of all the competences?

8. The main characteristics of socio-drama?

9. Points of difference between Socio-drama and role play?

Modul 3

Recommended literature

4. Geremy Harmer. The Practice of ELT. London - New-York, 1991

5. D. Nunan. Language Teaching Methodology. Phoenix, 1991

6. Underwood M. Teaching Listening. London:Longman, 1998

Questions for self-control

4. What's the Use of Lectures?

5. Speak on lecturing technique, particularly the organisation of lectures, how to make a point, the effectiveness of taking notes, the use of handouts and ways of obtaining feedback. Prepare your own lecture on teaching grammar.

Lecture № 8

Plan

1. Technology in language teaching.

2. Project method.

3.Using Websites in Foreign Language Teaching.

4.Using E-mail in FLT.

5.Chat in Language teaching.

6.What is E-learning (Distance learning).

 

 

Project method.

Project work is one of the essential methods for any teacher, experienced or not, who is looking for method that develops students' confidence in using English in the real world, the world outside the classroom. Because consciously or unconsciously, students bring the outside world into the classroom, but they may not always have the opportunity to activate what they know and use it in the outside world. So that project work takes the experience of the classroom out into the world and provides an opportunity for informal learning. The potential benefit for students is clear: they are working on a topic of interest to them and using language for a specific purpose, with a particular aim in mind. Also through project work in English class, learners will be encouraged to develop their intellectual, motor (physical), and social skills. Project work offered learners an opportunity to take a certain responsibility for their own learning, encouraging them to set their own objectives in terms of what they wanted and needed to learn.

Project work is student-centered and driven by the need to create an end-product. However, it is the route to achieving this end-product that makes project work so worthwhile. The route to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating on a task which they have defined for themselves and which has not been externally imposed.

. In this lecture we look at the basic skill set needed for effective use of the Internet with your students and take a closer look at the process for introducing the Internet into your teaching.

Using websites is one of the easiest and least stressful ways of getting started with technology in the classroom. There is a large and constantly expanding collection of resources on the web, at a variety of levels and covering an amazing array of topics. You can choose from authentic (written for Internet surfers in general), sources or ELT-specific sites (made be, and for, teachers), monolingual or multilingual sites, sites with multimedia, or just simple text, for those on slower connections.

The web is a source of content which can be used as a window on the wider world outside your class, and is – of course – a readily available collection of authentic material. As such, it is a much larger repository of content than would previously have been readily available to you and your students.

Perhaps one of the best tips we can give you at this point is to work as a team with other teachers in your centre. Everybody has their favorite websites, and plenty of teachers will, at the same point, have used websites in class, or taken material from the web and adapted it for teaching purposes. Take the time to share sources of content with other teachers and organize regular get-together where you sit down and discuss what you have found on the Internet and how you have used it in class. Collaboration like this can help to reduce the time you spend searching for good materials and the time spent preparing activities or making worksheets. Just as the Internet is becoming more of a collaborative medium, so should your use of it in your teaching.

 

2. E-mail is one of the most used and useful Information and Communication Technology (ICT) tools around today. E-mail, a form of asynchronous computer-mediated communication, has been called "the mother of all Internet applications". Since the evolution of networks, computers can offer foreign language learners more than drills: "they can be a medium of real communication in the target language, including composing and exchanging messages with other students in the classroom or around the world". Indeed, FL teachers are just beginning to sense the impact this medium is having on their profession, through the careful examination and creative integration of this tool into their classes.

3. Chat has enormous potential to link students around the world, in real time. There are different types of educational chat that one can set up with learners. One way of classifying educational chats suggested by practicing teacher Daphne Gonzales:

- Free topic chat;

- Collaborative, task-oriented chat;

- Informative or academic chats;

- Practice chats.

4. E-learning refers to learning that takes place using technology such as Internet. There are several terms associated with e-learning:

• Distance learning
• Open learning (the more open a distance course is, the more autonomy the learner has)
• Online learning (online learning is a facet (аспект) of e-learning)
• Blended learning (is a mixture of online and face-to-face course delivery).

Although the label "distance learning" could be applied to any situation where students are learning at remote sites, the term is normally restricted to teaching via satellite or long-distance telecommunication technology. One author defines distance learning as "an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner" (Perraton, 1980, p.10). Two-way communication between teacher and student can take place through writing, television phone-in programs, two-way video, or telephone (Davis, 1988). The label "distance learning" is catchy, but, unfortunately, easily over interpreted. Most systems to which this label is applied are simply one-way broadcasting stations that transmit audio and video signals to students at one or more remote sites. However, other systems are available that provide two-way audio, and, in some cases, even two-way video between the teacher and the students.

Distance learning technologies present many new options for teaching foreign languages that will further expand the range of instructional techniques in the same way that language labs, television, and computers have augmented the standard classroom. It is important in reviewing these distance learning options to distinguish among their various levels of capability as these systems place different constraints on the instructional process. For instance, one-way, presentation-only systems have been criticized as providing nothing more than a video distribution system that could be replicated by mailing video tapes to students. The lack of immediate two-way interaction that characterizes many distance education programs seems contrary to the aims of foreign language teaching. However, with this interaction appropriately used, distance technologies can support the goals of foreign language pedagogy. Instructional strategies that encourage student-teacher and student-student dialogue and learner autonomy in distance learning situations must be incorporated into instruction (Davis, 1988).

The strongest argument for distance education is its potential to provide instruction to students who, because of distance, time, or financial constraints, do not have access to traditional learning opportunities or specialized courses (Davis, 1988). Distance learning courses have been developed to provide equal access to an educational opportunity for schools, especially rural ones that have to operate with a limited curriculum and staff (Wohlert, 1989). The objective is to provide courses in foreign languages to schools where it would not otherwise be possible for students to study them. The potential for providing instruction in the less commonly taught languages is particularly enhanced by distance technology. In many cases, the guiding principle is for distance learning courses not to become permanent, but to serve as a stepping stone to hiring a regular classroom instructor by laying the basis for a viable language program, especially in the less commonly taught languages (Kataoka, 1987).

The success of distance learning in developing students' foreign language skills depends on the ability of the instructional program to provide language learning in face-to-face settings. This capability can now be provided through two-way satellite communications that allow teachers to communicate with students at each site and to provide the interaction needed for development of second language skills.

 

 

Recommended literature

1. БимИ.Л. Некоторые актуальные проблемы современного обучения иностранным языкам//Иностранные языки в школе.-2001., №4., с.5-8.

2. Бим И. Л. Личностно‑ориентированный подход–основная стратегия обновления школы // Иностранные языки в школе. -2002. -№2. с. 11-15.

3. Зимняя И. А., Сахарова Т. Е. Проектная методика обучения английскому языку // Иностранные языки в школе. -1991. -№3. с. 9-13.

4. Полат Е. С. Новые педагогические и информационные технологии в системе образования, М.: Асадема, 2005,268 с.

5. Hutchinson Tom. Introduction to Project Work., Oxford University Press, 1991, 23 p.

Questions for self-control

1. What is technology?

2. What are the types of computer-based activities you can do with your learners?

3. What are the types of pedagogical technologies in FLT?

4. How informational technologies can be used in and outside the classroom?

5. How can a typical project be produced?

6. In what way is the project method effective?

7. What are the types of project work in FLT?

8. Can you give some examples of project work?

9. What are the stages of project work in FLT?

10. What are advantages and disadvantages of using project work in FLT?

11. Why should teachers use technology?

12. Are there any possibilities of using e – mail in our conditions?

13. What are the pedagogical benefits of using e –mail in FLT? What other pedagogical benefits of e–mail can you name?

14. What are advantages and difficulties of usage e – mail in FLT process? What are the ways of solving the problems?

15. What are the reasons of professional success and failures in organization of lessons applying Internet in our conditions?

16. Are there any solutions to the problems mentioned above? What can you suggest?

17. How can distance learning provide for developing foreign language skills?

Lecture № 9

Practical lessons

Plan

1. Theories of Communication

2. Modeling

1) Theories of Communication

Communication is an exchange of information, ideas, thoughts (S-S) Communication is regarded from different points of view: informational, communicative-cognitive, lingua-cultural. In Modern Methodology the term “communication” is interpreted as socio-psychological system of interpersonal and social-cultural relations between people which helps them to understand “grammar of life”(Ovchinninov). The functions of Communication are as follows, according to Lomov B. F:

1) communicative- informational

2) communicative-regulatory

3) communicative-affective

M. Holidays (Language as social semiotic) speaks of 7 functions: informational, regulatory, interactive instrumental, evristic, imaginatory, emotional.

Andreeva considers 3 aspects of Communication: communicative, interactive and perceptual which are reviled simultaneously. Verbal communication has characteristics: dynamic, personal, oriented, organized, informative, contactable, and structural. The structural unit of Communication is communicative act, the functional unit- communicative task. Communication happens in situations. Situation is a form of organization of teaching process. By situation we understand a system of conditions; situations may be verbal, nonverbal, problem. The structure of a situation:

1) Exposition

2) Characteristics of the interlocutors, including their social-cultural aspect, social status;

3) Communicative task (intention)

 

2) Modeling

In the theory of communication there exist different types of modeling communication. By model we understand a particular way of doing something (Macmillan English Dictionary). The term “modeling” is widely used in Modern science to denote.

1. modeling as a method of cognition, research

2. modeling as an instrument to know new information about objects in order to change them and get better results;

3. modeling as an instrument of the theoretical investigation.

What can we model? Nowadays we can model:

1) the whole system of FL Education in order to work-out educational theory and practice;

2) the process of acquisition of a FL

3) a system of teaching FL (Tinishtikbaeva)

4) communication, professional communication;

5) situations of communication in its different spheres;

6) intercultural communication and its components

7) specialty

8) communicative competence

The theory of contextual (or context-based) FL teaching was created and supported by Verbitsky, Smolkin, Slamgalieva, Kulibaeva D.N. By contextual FL teaching we understand FLT in the context of students’ future professional activity which helps to:

- intensify students’ activity;

- make the process more creative

- to form students’ cognitive and professional motives, and interests;

- to create typical situations of professional communication, including problematic situations

- to teach communicative-competence

Communicative competence is a functional language ability which has the following characteristics:

a) it is of dynamic character;

b) it is of implicit character;

c) it is of complex character, which means that C. C. is not purely linguistic phenomenon, it includes psychological and socio-logical and anthropological components

d) it is of linguacultural character

e) it is of relative character which means that the final level of competence is relative

The structure of the Communicative competence: Language competence, socio-cultural competence, discourse competence, strategic competence, speech competence.

 

Comparative Levels Chart

 

A1 Breakthrough

Use a very narrow range of language, adequate for basic needs and simple situations. Does not really have sufficient language to cope with normal day-to-day, real-life communication, but basic communication is possible with opportunities for assistance. Uses short, often inaccurately and inappropriately worded messages, with constant lapses in fluency.

 

A2 Waystage

Uses a limited range of language, sufficient for simple practical needs. (=900 words). In more exacting situations, there are frequent problems in accuracy, fluency, appropriacy and organization, so that normal communications and comprehension frequently break down or are difficult to keep going.

 

B1 Threshold

Uses limited range of the language more or less independently and effectively in all familiar situations. Has sufficient language for practical every day use. Rather frequent difficulties with accuracy and appropriacy in speech. (=1800 words).

 

B2 Vantage

Uses the language independently and effectively in all familiar and moderately difficult situations. Rather frequent lapses in accuracy, fluency, appropriacy and organization but usually succeeds in communicating and comprehending general message.

 

C2 Mastery

Uses language effectively and most situations, except the very complex and difficult. A few lapses in accuracy. fluency, appropriacy and organization but communication is effective and consistent, with only a few uncertainties in conveying or comprehending the content of the message.

 

The optimizing level model of FLT at International schools (Miras) was created by Kulibaeva D.N. where the teaching unit is TTE, (thematical textual units).

The main general principles are:

- communicative principle

- the principle of intercultural- communicative orientation of FLT

- the principle of integration between subjects (disciplines)

The main specific principles

- authenticity

- pragmatic-orientation

- information redundancy

 

1. Кунанбаева С.С. Современное иноязычное образование: методология и теории.- Алматы, 2005

2. Кулибаева Д.Н.Инновационная модель формирования международно-стандартных уровней владения иностранным языком в условиях школ международного типах.- Алматы, 2002.

 

 

Questions for self-control

5. What is communication?

6. From what points is it regarded?

7. What are the functions of communication?

8. What are the aspects of communication?

9. What do we call a model?

10. What can we model in FLT?

11. What is context based FLT?

12. What is communicative competence?

13. Levels of communicative competence?

14. What models of communicative competence do you know?

 

 

Lecture 10

 

RERERENCES

and then the quoted authors and their works, e.g.:

Austin, John (1962) How to do things with words. Oxford: Oxford University Press

Authors in the bibliography are not numbered. The first line in which you give the details of a given author and his/her book is at the beginning of the line, the rest of the lines are further to the right as shown in the examples above.

When you have to quote somebody’s opinion or ideas you heard in a discussion with that person, then in the text and in the bibliography you write in round brackets: (personal communication).

You quote authors in the text using their family name only. First name is given if you quote authors whose family name is the same, e.g. G. Lacoff (husband and wife and scholars at the same time) or if they coincide.

If you quote words, phrases and sentences in the text as examples, e.g. John opened the door, you separate them from the rest of the text using italics and not inverted commas.

If you quote too often the same author and book in the text, then you do not have to give full details each time. In the text you write: (ibid.), an abbreviation for the Latin ibidem – meaning in the same book, chapter previously quoted.

When the book is written by more than o ne author, then in the text you have to write: e.g. Searle et al. (1992) and in the bibliography you give the name of every co-author.

References have to be followed by EXCERPTED TEXTS, if any, and by an APPENDIX, if any, including questionnaires, xerox copies of analyzed texts, etc.

Formal discourse does not allow colloquial abbreviations like ‘there’s’.

The paper has to be at least 50 pages long. A standard page has 60-62 characters in each line (including spaces between words) and not more than 30 lines.

There has to be a final approval of the applicant – 20 standard pages o n the topic submitted to and approved by the academic adviser. This is done in order to check the writing skills of the plausible writer. An excellent average grade (5.50) for the subjects taught in English is expected. If the average grade is below 5.50, then you can discuss the possibility of writing a diploma paper with your academic adviser.

The writer of the diploma paper submits to the academic adviser portions of the text (or the whole text) if and o nly if she/he does her/his best – after rereading the text and after careful self-correction. The academic adviser is not expected to correct typing, spelling, lexical, grammatical and stylistic errors.

The diploma paper has to be written in a way that enables the reader to understand what the writer has meant, i.e. the writer is expected to express his/her thoughts in words adequately and convincingly. The title of the paper has to be given a careful consideration so that the contents do not deviate, but are in line with what is stated in the title.

The academic adviser reads portions of the text and the whole text several times and each time the new and the old version of the text (previously corrected by the adviser) are submitted for further correction and suggestion. (This is necessary since the adviser wants to make sure that previously noticed errors and imperfections have been eliminated.)

Two copies of the diploma paper are given to the Department secretary two weeks before the State examination. The writer of the diploma paper is given the evaluation of her/his paper 2 days before the State examination. She/he has to tell the members of the examining board and the audience what the paper is about (talking or reading a presentation for not more than 10-15min.), then defend the paper by answering questions raised by the members of the examining board and others present.

 

How to Write Coursework

If you have ever been assigned to write a coursework, then you are aware of all challenges that are likely to accompany the process. What you find below is guidelines on how to write a coursework and how to improve it. As compared to other types of academic writing, a coursework implies carrying out a piece of research as a practical part of the assignment. The research is carried out by collecting information from various sources.

The organizational composition of your paper should comprise the following parts:

- a title page;

- an abstract: a summary of the nature, aims, and findings of the study;

- background: a review of relevant research theories related to the topic chosen;

- hypothesis;

- methodology. This section should be subdivided into the following parts: design, materials, participants, and procedure;

- results. In addition to the findings of your research this section should include a summary table, charts, and graphs whenever appropriate;

- discussion: the section where you evaluate methods used to conduct the study;

- references and appendices: the listing of all the studies you’ve referred to in your paper as well as all the articles and books you’ve used.

Taking advantage of these tips on how to write a coursework you are sure to make your paper more successful. Alternatively you may consider our custom writing agency that specializes in delivering all possible types of academic papers regardless of area of investigation, topic, and a deadline. A coursework is usually a semester work. Teachers love assigning it for two reasons. The first and most important reason is that being a separate kind of writing, a coursework opposing to pop quizzes can not only show how well you know the studied material, but also shows your attitude towards it and the understanding of problems. Another reason for assigning courseworks is its flexibility. Coursework is a general name for any kind of writing – from an essay to the research paper. This is why the depth of your investigation may be adjusted, too. As to the coursework writing tips, there is one tip you will have to memorize by heart. Work in class during the semester. You will see how much easier coursework writing will become once you are up to the topic. Take good notes. This way you will be half way done with your coursework, and even if you are not going to use them in the body itself, they will serve you as a backup.

Another coursework writing tip proposes you to have a clear idea of what you are going to write. Otherwise you will have typical problems with organizing your coursework and thinking of how and what to write about. Experienced students also know that any coursework should be based on some additional material. You will probably be assigned the books that are available on campus. Some good reading, detailed notes and attention – and the coursework is ready. Remember to include the list of sources used into your writing; otherwise you will be accused of committing academic frauds. The last but not the least is editing and proofreading your coursework to make sure everything is perfect before turning the assignment in. If you are tired, set editing aside for some time, but do come back to it. Sooner or later you will come across coursework writing, and you better be prepared for this. The meaning of a coursework writing in a modern educational system is highly important. Writing a coursework is a kind of testing – not as ruthless as a pop quiz, but still quite demanding. Teachers usually assign coursework writing in order to check how the material studied during the semester has been digested. It is a multiple check that scans your notes, attention and participation. If all of these requirements are fulfilled by you then you can pass.

Coursework writing is more like an essay or the research paper. These types of writing differ in a pattern of organization, but are similar in a way of studying sources. When writing a coursework, use those sources that have been used in class. If a teacher gives you freedom of choice, be creative – add something new and interesting.

A structure of an essay is standard, and includes the Introduction, Main Paragraphs, and the Conclusion. In your coursework writing the teacher will look for the assessment of the topic, your personal researches and theories and, which is more important, your attitude towards studied material. When writing a coursework that takes a shape of a research paper, remember to include a statement of the problem. Research papers usually tend to be more practical. This is why this kind of coursework writing should be concentrated around the Methodology part, where you need to use all available tools to provide the deep analysis. Not less important while writing a coursework is a tribute to earlier researches. Do not forget to include data about all sources used to avoid accusations of plagiarism.

Finally, when writing a coursework, essay or the research papers, remember that a Conclusion is not your final breath, that is barely heard, but a strong and self-confident statement.

Another coursework tip on how to do a coursework proposes you to have a clear idea of what you are going to write. In other words you will have typical problems with planning your coursework and thinking of how and what to write about.
Skilled students also know that any coursework paper has to be based on some additional material. Perhaps you will be assigned the books that are available on campus. Some good reading, detailed notes and attention – and the coursework is ready. Remember to comprise the list of resources used into your coursework writing; in other words you will be accused of committing academic frauds. The last but not the least is coursework editing and coursework proofreading to make sure everything is excellent before turning the assignment in. If you are exhausted, set editing aside for some time, but do come back to it.
Coursework writing is more like a research paper or essay. These types of writing differ in a pattern of organization, but are similar in a way of studying sources. During coursework writing, make use those sources that have been used in class. If a professor gives you choice freedom, be original and creative – add something interesting and new.
An essay structure is standard, and comprises essay introduction, essay body (main paragraphs), and essay conclusion. In the coursework writing the professor will look for the assessment of the coursework topic, your personal theories and researches, which is more essential, your attitude to studied material. If writing a coursework that takes a shape of a research paper, remember to comprise a statement of the problem. Ususally academic research papers tend to be more practical. That's why this kind of coursework writing has to be concentrated around the Methodology chapter, where you need to make use all available tools to provide coursework paper with the deep analysis. Not less essential while writing a coursework is a tribute to earlier researches. Don't forget to comprise data about all sources used to get rid of accusations of plagiarism.
And the final step, during course work writing, essay writing or research writing, remember that a conclusion chapter is not your final breath, that is barely heard, but a strong and self-confident statement.

There are a number of different course works that are assigned by teachers and instructors to their students. The course works can be the essays, research papers, articles, stories, dissertations, case studies or theses. For writing all kinds of course works, the writers have to keep in consideration that a coursework is not without an introduction, body information and conclusion. The introduction should give the overview of the topic on which the coursework is given while the conclusion should be written by keeping in view your argument that you have written to prove something. The introduction given by you should contain a thesis statement or it will not be a good introduction. Your conclusion should be a summarized version of your overall writing and it should end in some recommendations that are made according to the problem areas that you have identified in your writing. You should answer all those questions that you have raised in your writing. How to write a coursework is a question that is faced by all the students. Before starting to write anything for a coursework, you should assemble a number of ideas and thoughts in your mind. Drafting plays an important role in writing any kind of coursework. With the help of drafting, the final product that you are going to submit to your teachers or supervisors will be of good quality as you have checked it a number of times in shape of rough work.

- Divide your ideas in different paragraphs; don't jumble them in the same paragraph. One paragraph should contain the analysis of one idea or thought. In case of many ideas in one paragraph, it will be difficult for the reader to extract the focussed details from it.

- Divide your coursework into sections that will make your coursework presentable.

- Try to keep your coursework simple and comprehensible.

English coursework writing is a type of coursework in which there are no such differences between a professional coursework writer and a student who is a learner.

A significant rule of writing a coursework is to keep your audiences and readers in mind. A good thing about an English coursework is it has a large audience because it is easy to understand by all. A non-academic individual can also find it easier to read.

To write an English coursework one has to take care of a few points which can help greatly in writing.

• A topic is of the most importance in which your interest and knowledge are at a prime position. For a good topic one has to search it keeping in mind the requirements of the tutor. An English coursework topic is ideal if it allows analysing more than describing.
• Construct an outline for your coursework to minimise the chances of missing some important information.
• Add supportive materials to your coursework.
• A very significant point is to limit your writing within the boundaries of the coursework topic. The content should strictly relate to the topic.
• An English coursework should sound interesting and impressive to your readers. Use simple language to make it more understandable for your readers.
• Do not evaluate unnecessary to make it lengthy or just to fill the space.
• Proofread your work t o omit errors and grammatical mistakes. Check for the fluency of thoughts in your English coursework and then ask someone else to proofread it for you.

English coursework writing needs a coursework help so, one can buy a coursework also, or can write a custom coursework of English. It is recommended to give a try at least to write the coursework essay by oneself. An English coursework is not that difficult to write, but it requires time, planning, organising skills and hard work.