Методика навчання іноземної мови

Define modern approaches to foreign language teaching.

(ребята я даже не знаю, очень много материала, поменьше нельзя, куски информации выпадают)

Это можно и не рассказывать, просто если вдруг спросят то просто прочитайте)

The appeal of methods is extended if methods are selected according to students’ learning styles. Learning style refers to any individual’s preferred ways of learning. It depends on the student’s personality, including psychological or cognitive character, sociocultural background and educational experience. According to learning styles, all learners can be divided into visual, auditory, and kinaesthetic learners.

Visual learners learn better when they can read or see the information. They usually have a strong sense of colour, they follow written directions well and use visualization to remember things, they love to read, remember quickly and easily what is read, and read well from picture clues. However, they process auditory input slowly and are distracted by noise or people talking in the background. They become inpatient when extensive listening is required. According to Honey & Mumford (1992), visual learners comprise 65 % of all learners.

Auditory learners learn better when the information primarily comes through their ears. Auditory learners (30% of all learners) tend to remember and repeat ideas that are verbally presented. They learn well through lectures and like to talk to others. They enjoy plays, dialogues, dramas and they like to make speeches and presentations. However, they usually cannot keep quiet for a longer time.

Kinaesthetic learners (5% of all learners) learn best through total physical involvement with the learning environment. Kinaesthetic learners involve the sense of touch in learning and like to do artwork. They like to trace words and pictures and are successful with tasks requiring manipulation. Kinaesthetic learners learn better when able to move during les-sons, they like to work at a standing position and they like listening to music while studying but they are poor listeners. Students’ learning styles depend on their prevailing type of intelligence. Gardner (1999) distinguishes eight types of intelligence: linguistic intelligence, logical and mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinaesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.

Вот это уже важно!

The Communicative approach or the Communicative Language Teaching (CLT) emphasises the importance of language functions rather than focuses on grammar and vocabulary. The main principle of CLT is to train students to use language forms appropriately in a variety of contexts for a variety of purposes (Harmer, 2001, 84).

The top ten principles of CLT are communicative interaction, meaningful practice, active involvement, positive reinforcement, choice of suitable materials, changes of pace and activity, making the teaching process enjoyable, teaching English in English, realisation that mistakes are natural and that even beginners can understand when taught in the target language.

Activities in CLT involve students in real and realistic communication, where the accuracy of the language is less important than successful achieve-ment of the communicative purpose. Therefore, such activities as role-play and simulation are very popular in CLT. All activities in CLT have to be constructed in such a way that students should have a desire to communicate something. According to Harmer (2001, 85), in CLT students should have a purpose for communication.

Task-Based Learning (TBL) was popularised by N Prabhu who, working in schools of South India, claimed that students were just as likely to learn language if they were thinking about a non-linguistic problem than if they were concentrating on particular language forms. Instead of a language structure, students are presented with a task they have to perform or a problem they have to solve.

According to the key principles of TBL, learning is fostered through performing a series of activities as steps towards successful task realization. The focus is on language use for authentic, real-world needs. TBL relies heavily on learners’ knowledge of the world, on learners’ using skills of deduction and independent language analysis to exploit the situation fully. Motivation for communication becomes the primary driving force. The emphasis is on communicative fluency rather than the accuracy. The target language is used in a naturally occurring context. The materials are selected and adopted from authentic sources.

The four fundamental principles underlying the Task-Based Teaching (TBT) are: meaning is primary, grammar and form are not ignored, the task is a complete unit and there is a systematic relationship between pedagogical tasks and target/real-world tasks.

Content and Language Integrated Learning (CLIL) was defined in 1994, and launched in 1996 by UNICOM, the University of Jyväskylä and the European Platform for Dutch Education, to describe educational methods where “subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language”.

Four main principles are cognition, community, communication, and culture. The four guiding prin-ciples means that the learner works with an interface in which cognition (the thinking skills and problem-solving approaches specific to that particular topic), community (the development of the self-awareness of the learner with respect to the content, him/herself as a learner, and the purpose of learning in the wider en-vironment be it at school, university or the surround-ing society), communication (interaction with others and the language domains specific to the topic), and culture (how the learner engages with the language and content and the discourse features required to both learn and communicate), are all interlinked.

In a CLIL lesson all four language skills are usually combined:

-listening (it is an input activity, vital for language learning),

-reading (it is the major source of input, using meaningful material),

-speaking (it focuses on fluency, accuracy is seen as subordinate),

-writing (it is a series of lexical activities through which grammar is recycled)

 

Lexicology

18.British English (BrE) is the form of English used in the United Kingdom. It includes all English dialects used in the United Kingdom. American English (AmE) is the form of English used in the United States. It includes all English dialects used in the United States. The three major differences between between American and British English are: Pronunciation -differences in both vowel and consonants, as well as stress and intonation. Vocabulary - differences in nouns and verbs, especially phrasal verb usage. EX: Mean: (American English - angry, bad humored, British English - not generous, tight fisted). Rubber: (American English - condom, British English - tool used to erase pencil markings). Spelling - differences are generally found in certain prefix and suffix forms. EX: Here are some general differences between British and American spellings: Words ending in -or (American) -our (British) color, colour, humor, humour, flavor, flavour etc. Words ending in -ize (American) -ise (British) recognize, recognise, patronize, patronise etc.

19. Homonyms are words identical in sound and form, but different in meaning. Can be classified into: full and partial. By the type of type of meaning: lexical, grammatical, lex.-grammatical. Also into homographs(desert-desert, tear-tear) and homophones(knight-night, one-won). Sources of homonymy are: 1)diverging meaning development of polycemantic words(seal- котик, печать), 2)converging sound development of 2 or more different words(flower-flour).

20. Etymologically the vocabulary of the English language is far from being homogenous. It consists of two layers - the native stock of words and the borrowed stock of words. Numerically the borrowed stock of words is considerably larger than the native stock of words.

Latin borrowings: commerce, agriculture, clothing, buildings, settlements.

French: and Latin: etymological triplests (kingly-royal-regal, marmalade, grain, fiancee)

Greek: church, drama, theory, lexis, vocabulary.

Danish names:-by,- son; ck-;sk.

21.

Phraseology, classification of phraseological units. Vinogradov’s classification of phraseological units- table word-groups with partially or fully transferred meanings:

a) phraseological combinations (сочетания). b) unities (единства).c) fussions (сокращения).

a) phraseological combinations – are word – groups with a partially changed meaning. They may be said to be clearly motivated, that is the meaning of the units can be easily deduced from the meanings of its constituents.

Ex. to be good at smth., to have a bite….

b) unities – are word – groups with a completely changed meaning, that is, the meaning of the unit doesn’t correspond to the meanings of its constituent parts.

Ex. to loose one’s head (to be out of one’s mind), to loose one’s heart to smb.(to fall in love).

c) fussions – are word – groups with a completely changed meaning but, in contrast to the units, they are demotivated, that is, their meaning can’t be deduced from the meanings of its constituent parts.

22.Morpheme is thesmallest unit of form, that bear meaning and have certain functions. Free morph. is that can stand alone, contrasting with bound morpheme. Free is also refer as root, but we can identify a stem, which is a root to which affixation can be added(dog-dog). Bound morpheme unlike free one can’t stand alone is also refer to affixes(-ly, -ing,- er). Affixes are bound morphemes that are always a part of the word. Root is a word or a word element from which other words grow, usually through the addition of prefixes and suffixes. Inflection morphemes are those that show grammatical information.

Основи теорії комунікації