Faculty of foreign philology english teaching methodolgy department course paper

2. Methods of teaching foreign languages ​​using technical teaching aids

The methodology of teaching foreign languages ​​explores the goals and content, patterns, means, techniques, methods and systems of teaching, and also studies the processes of learning and education on the basis of a foreign language.

Methods and techniques of working with TSO meet the general requirement of the methodology of teaching foreign languages ​​and are its integral part. The use of TSS, both new and widely used for many years, is subject to the general goals and content of the process of teaching a foreign language, which is based on a general theory of learning that takes into account the psychological patterns of thinking to memory.

The methodology of teaching a foreign language has constant links with the science of language - linguistics. The system-structural approach to the study of foreign speech is currently leading.

For the methodology of teaching a foreign language, a functional approach to learning a language is important, which considers the language from the point of view of fulfilling its main purpose - to serve as a means of communication. Language functions in speech.

The process of verbal communication takes place in four types of speech activity: speaking, listening, writing and reading. Speaking and listening together form one act of oral communication. Listening is derivative, secondary in the process of communication, it accompanies speaking, synchronously speaking.

Reading and writing are also combined into one act of written communication in a single way of forming and formulating thoughts. But for written communication there is a time gap between the process of perception and understanding, on the one hand, and the process of expressing thoughts, on the other.

Oral speech has two sides - speaking and listening. Speaking cannot be learned without listening. The development of listening skills as a type of speech activity is one of the independent tasks of teaching a foreign language

The process of listening is associated with the mechanism of auditory memory. Auditory memory is helped to develop by training and exercises in listening with the use of technical means. The most difficult in the process of listening is the mechanism of logical understanding. To understand oral speech, it is not necessary to repeatedly perceive the same material.Opportunities to listen to foreign speech were limited mainly by listening to the teacher's speech. Thanks to the tape recorder, the opportunity to listen to recorded foreign oral speech performed by native speakers has increased. However, listening to a tape recording is different from listening to a natural conversation.

To develop skills with the help of a tape recorder, special audio exercises and audio texts are needed that take into account the difficulties of listening to speech without visual support for the text. Listening training is recommended to start with such types of training, when the student not only hears, but also sees the speaker. In the classroom, this is the teacher's speech, showing an educational film, watching a television educational program or video recording.

Many other theories can be associated with online education but, rather than present more theories and in keeping with one of the major purposes of this article, it is appropriate to ask whether an integrated or unified theory of online education is possible.

Speaking and listening together form one act of speech communication. Teaching speaking, that is, expressing one's thoughts orally is an independent learning task. The goal of learning to speak is defined as "speaking at the level of skill"

Listening is an integral part of oral speech. However, listening alone can lead to the development of receptive skills, that is, the understanding of speech, but not the ability to speak a given language. The task in training is to maintain the same ratio of exercises given for the development of listening and speaking.

In teaching speaking, the active functioning of the “speech-motor analyzer”³ is of particular importance. Pronunciation of speech material in exercises helps to develop auditory-motor memory. It is at this stage of the formation of speech action, which follows immediately after the introduction of new material that the rational organization of the work of the teacher and students in the language laboratory becomes of particular importance.In the work on the formation of productive skills, leading students to the ability to express their thoughts, to make short messages, the situation in which students find themselves is of great importance; they have to perform certain speech actions. Here an important factor is the integration of auditory and visual perceptions. The synthesis of the visual and auditory range increases the effectiveness of classes in developing oral skills among students and, naturally, stimulates interest in the language.

One of the constantly developing and improving technical means that are widely used in teaching a foreign language is video.Showing a video in a foreign language class makes it possible to visually acquaint students with the features of oral speech, typical language patterns, intonation. When relying on a visual image, it is possible to more accurately and most economically convey this or that information, the situation of verbal communication, create an analogue of a real act of verbal communication, provide greater perception efficiency, which makes it possible to more firmly memorize the language material in combination with the corresponding speech situation.

The training video creates an additional language environment, reproduces the speech situation by sound and visual means, and provides additional opportunities for mastering unprepared situational speech in the classroom.

Without leaving the classroom, students expand and deepen their knowledge of a foreign language, becoming, as it were, participants in visually perceived events. The educational film introduces students to a large number of realities and provides new information about the country of the language being studied.

Compared to other types of TCO, video has obvious advantages: per unit of time, the student receives much more information, since it arrives simultaneously through two channels - visual and auditory. “Communication is carried out not only by symbols (words), but also images, which increases the memo ability of the material”⁴

The video film has an important ideological and educational value. It introduces the history, culture, modern life, traditions, customs and mores of the country of the language being studied. The educational and cognitive impact of video is "the problem of the mechanisms and patterns of psychological impact in general".⁵

A feature film is an effective means of providing the set of circumstances that causes verbal communication, favors or accompanies it, i.e. creates a communicative situation.

A feature film is an effective means of providing the set of circumstances that causes verbal communication, favors or accompanies it, i.e. creates a communicative situation. The communicative situation is the main condition for the formation of a universal - and basic skill of dialogic speech, replication. Replication is the ability to use a communicatively and functionally directedreplica when performing speech actions that correspond to the factors of a communicative situation.

As a technique used by the teacher during the demonstration of the film, there can be a modified frontal conversation "teaching conversation". This technique puts students in a situation of the need to constantly communicate either with the teacher, or with classmates, or with the class as a whole, or to transform into characters in the film and communicate with other characters, performing the task of interactive interaction in the learning process. Thus, this technique contributes to the formation of replication skills and prepares students for a productive dialogic speech built on the lexical and grammatical basis of the film being shown.

Video provides multiple reproduction of the sample creates new real situations for the development of oral speech, influencing emotionally, stimulates spontaneous speech.We can say with confidence that audiovisual means are increasingly being used in the teaching of foreign languages ​​at all levels and in the development of various skills.

One of the most effective means of forming this competence among students of language universities are authentic films, videos, television films, which can be considered as a kind of figurative repeaters of national culture, if under the term culture, after K.M. Khoruzhenko, to understand “a certain set of significant symbols, ideas, values, customs, beliefs, traditions, norms and rules of behavior socially acquired and transmitted from generation to generation, through which people organize their life

Zolotnitskaya, Dubrovin and Mishin argue that the richer afilm is with such culturally specific content, the more valuable it is in pedagogical and didactic-methodological terms, especially for future teachers of foreign languages ​​at alllevels of language education. Since mastering a foreign language as a means of intercultural communication occurs in the absence of a natural environment for communication, the use of authentic films in the formation of sociolinguistic competence has a special role. They are a very effective means of forming sociolinguistic

They are a very effective means of forming sociolinguistic competence in oral communication, mainly because they demonstrate holistic scenarios that clearly represent the sociocultural reality, context and situation of communication in verbal and non-verbal terms of expression; allow students to form stable associations of a certain situational context with the expected verbal and non-verbal behavior

Reflection can be incorporated as a powerful pedagogical strategy under the right circumstances. There is an extensive body of scholarship on the “reflective teacher” and the “reflective learner” dating from the early 20^th century. While reflection can be a deeply personal activity, the ability to share one’s reflections with others can be beneficial. Pedagogical activities that require students to reflect on what they learn and to share their reflections with their teachers and fellow students extend and enrich reflection. Blogs and blogging, whether as group exercises or for individual journaling activities, have evolved into appropriate tools for student reflection and other aspects of course activities.

Collaborative learning has evolved over decades. In face-to-face classes, group work grew in popularity and became commonplace in many course activities. Many professional programs, such as business administration, education, health science, and social work, rely heavily on collaborative learning as a technique for group problem solving. In the past, the logistics and time needed for effective collaboration in face-to-face classes were sometimes problematic. Now, email, mobile technology, and other forms of electronic communication alleviate some of these logistical issues. Wikis, especially, have grown in popularity and are becoming a staple in group projects and writing assignments. They are seen as important vehicles for creating knowledge and content, as well as for generating peer-review and evaluation. Unlike face-to-face group work that typically ended up on the instructor’s desk when delivered in paper form, wikis allow students to generate content that can be shared with others during and beyond the end of a semester. Papers and projects developed through wikis can pass seamlessly from one group to another and from one class to another.

Evaluation of learning is perhaps the most important component of the model. CMSs/LMSs and other online tools and platforms provide a number of mechanisms to assist in this area. Papers, tests, assignments, and portfolios are among the major methods used for student learning assessment, and are easily done electronically. Essays and term projects pass back and forth between teacher and student without the need for paper. Oral classroom presentations are giving way to YouTube videos and podcasts. The portfolio is evolving into an electronic multimedia presentation of images, video, and audio that goes far beyond the three-inch, paper filled binder. Weekly class discussions on discussion boards or blogs provide the instructor with an electronic record that can be reviewed over and over again to examine how students have participated and progressed over time. They are also most helpful to instructors to assess their own teaching and to review what worked and what did not work in a class. Increasingly, learning analytics are seen as the mechanisms for mining this trove of data to improve learning and teaching. In sum, online technology allows for a more seamless sharing of evaluation and assessment activities, and provides a permanent, accessible record for students and teachers.

The six components of the model described above form an integrated community of learning in which rich interaction, whether online or face-to-face, can be provided and blended across all modules. Furthermore, not every course must incorporate all of the activities and approaches of the model. The pedagogical objectives of a course should drive the activities and, hence, the approaches. For example, not every course needs to require collaborative learning or dialectic questioning. In addition to individual courses, faculty and instructional designers might consider examining an entire academic program to determine which components of the model best fit with overall programmatic goals and objectives. Here, the concept of learning extends beyond the course to the larger academic program where activities might integrate across courses. For example, some MBA programs enroll a cohort of students into three courses in the same semester but require that one or more assignments or projects be common to all three courses.

The critical question for our discussion, however, is whether this Blending with Pedagogical Purpose model can be modified or enlarged to be considered a model for online education in general. By incorporating several of the components from other theories and models discussed earlier in this article, this is a possibility. Multimodal Model for Online Education expands on the Blending with Purpose approach and adds several new components from Anderson and others, namely, community, interaction, and self-paced, independent instruction.

First, the concept of a learning community as promoted by Garrison, Anderson & Archer and Wenger and Lave is emphasized.⁶ A course is conceived of as a learning community. This community can be extended to a larger academic program. Second, it is understood that interaction is a basic characteristic of the community and permeates the model to the extent needed. Third, and perhaps the most important revision, is the addition of the self-study/independent learning module that Anderson emphasized as incompatible with any of the community-based models. In this model, self-study/independent learning can be integrated with other modules as needed or as the primary mode of instructional delivery. Adaptive learning software, an increasingly popular form of self-study, can stand alone or be integrated into other components of the model. The latter is commonly done at the secondary school level where adaptive software programs are used primarily in stand-alone mode with teachers available to act as tutors when needed. Adaptive software is also integrated into traditional, face-to-face classes, such as science, where it is possible to have the instructor assign a lab activity that uses adaptive learning simulation software.

This Multimodal Model of Online Education attempts to address the issues that others, particularly Terry Anderson, have raised regarding elements that might be needed for an integrated or unified theory or model for online education. Whether or not this model finds acceptance is not yet clear. It is hoped that this article might serve as a vehicle for a critical examination of the model.

Technology and the rise of online course have opened up a host of opportunities for teaching and learning languages online. In fact, many instructors are being asked to create and deliver these courses, either fully online, or with online components. Unfortunately, there seems to be little support and resources in how best to teach languages online.

Internet -based language instruction is defined as language teaching, conducted over the internet, using online tools and resources. Researchers are continuously developing and implementing new tools for CALL, which stands for Computer-Assisted Language Learning.

Today we will be looking at synchronous lessons: teachers delivering online language learning classes to students live, via Google Hangouts, Skype, or one of the many platforms that are now popular. It is really phenomenal that language students can have access to a live, native speaker from anywhere in the world, delivering a class via video, right in their own home! Online teaching has also opened up employment opportunities for teachers.

What are the advantages and disadvantages of learning and teaching languages online?

The biggest advantage of learning languages online is that students have easy access to global resources and native speakers from anywhere in the world. Especially for non-traditional students, on-line delivery means students who have geographic or time barriers are able to access quality instruction at any time of day from their homes. Certain students might feel that online is a safer environment to engage in speaking a new language. For some students, anxiety is diminished when they are not speaking in front of peers. Furthermore, any time a teacher is with a student in a 1:1 environment, the class can be extremely personalized to reach the students exactly where they are in the acquisition process. Instructors can experiment with techniques such as multimedia presentations, and can expand their curriculum to students at an international level.

On the other hand, the small 1:1 environment could be looked at as a disadvantage. Some students may miss out on student-to-student interaction. In an on-line class, students will not be able to work cooperatively with peers or hold group conversations. Some students miss student-to-student interaction and discussions, or group projects. Second Language Acquisition theories tell us that students acquire language when they have the opportunity to negotiate meaning with another person or text. Tasks are meaning-based activities closely related to learners’ actual communicative needs and with some real-world relationship, where learners have to achieve a genuine outcome. On-line instructors must take this research and apply it to the online classes, knowing that the teacher offers the only opportunity for communication in these peer-less environments. The final disadvantage, that I would be remiss to omit, is that teachers who leave the classroom in order to teach online from home often miss the camaraderie of a school setting, leaving them feeling isolated and cut off from colleagues. Joining teacher networking groups, such as our own Language Latte facebook group, helps keep teachers connected and up to date with current trends.

Despite the perceived disadvantages, online language learning is not going anywhere. In fact, it is growing every year.

You may have heard of VipKid from China for example. While the English education industry is on the rise, it was still very difficult to find quality English teachers, particularly outside big cities like Beijing and Shanghai. Founded in 2013, VIPKID is a global company that connects children in China with teachers for online English learning classes.

Their mission is to inspire and empower every child for the future. It envisions a global classroom that empowers students and teachers through personalized learning, connection of cultures across the world and the passion for lifelong learning. The key idea is to connect students with great teachers capable of personalizing learning and sparking curiosity.

This all sounds wonderful, but what characteristics or strategies do the best online teachers have? Here are 5 concrete tips to be a great online teacher.

Tips to be a great online teacher:

• Get the logistics ready. Make sure you have a fast internet speed, a clear working space- and definitely take care of what is behind you on screen. You should be on time, be presentable, and eliminate background noises that could distract from the class.

• Be prepared. Prepare creative ways to present vocab and use the language in context. When you are teaching languages online, your students will need loads of comprehensible input. Because they are only looking at you on a computer, you must bring in props on screen, and have a whiteboard to write down words, showing lots of visuals. Create an outline of the lesson, and prepare additional resources and links for your students. Because you probably won’t use a textbook, pull out your favorite lessons, or check out these fun speaking lesson I have for students (ESL, Spanish, German, French).

• Be dynamic. Online teachers should be animated with their voices, expecting that audio might not be as clear as it is in person, and pronunciation should be enunciated and clearer than normal. Make sure to have exaggerated and positive body language and facial expressions because students are not getting a complete view of the teacher.

• Personalize the lesson. In the episode on community building, I talked about how kids have to feel a sense of belonging, in order to be engaged in class. As teachers, we should be supportive of our students’ needs, goals, and especially their interests so that they are more motivated. Learn about your students and really personalize the topics within the lessons.

• Be patient. As language learners and teachers, we know that taking IN the language (whether it’s listening or reading) comes before producing the language, like speaking or writing, and we have to be patient for our students to get comfortable enough and ready for output.

Where are people learning and teaching languages online?

Perhaps you are interested in diving in to this new world of language teaching online. Let me do a quick overview, in case you are unfamiliar with what is hot right now. Whether you are looking to teach online for extra cash, or you would like to acquire another language, here are the most popular, online language learning sites:

• One of the most popular platforms seems to be VipKid. Vipkid specifically teaches English to kids in China, and they’ve got over 600,000 students!

• Verbling has 7500+ teachers, teaching over 50 languages and self-describes their site as the most advanced language learning platform in the world.

• iTalki says they have over 5 million language learners learning from their native speaker teachers. Students can scroll through the profiles of professional teachers to find one that suits their needs.

• Verbal Planet is another platform with multiple languages, and they deliver classes via skype.

• Lingoda is a German-based company that currently offers classes in English, German, French, and Spanish.

• Lingoci is a newer company that teaches Dutch, French, German, Italian, Japanese, Spanish, and Swedish via skype.

The nature of the internet and its changing face means online learning will always be in a state of development. Hopefully you now have a better understanding of what teaching languages online looks like and where it is headed!