Methodology is a science which studies objectives contents !egulations "eans
devices "ethods and syste"s o# teaching and lea!ning and studying educational $!ocess on the "ate!ial o# a given language% &ny science has its own catego!ies' subject object !egula!ities and "ethods o# !esea!ch the $!inci$les% (athego!ies o# Methodology )yste" o# teaching' a "odel o# the teaching $!ocess co!!es$onding to a de#inite "ethodological conce$tion which dete!"ines objectives contents and "eans o# teaching% E%g% The "ethodological syste" o# M%*est% His conce$tion was that when you have "o!e than +, $u$ils in the class you can teach the" english only th!ough !eading whe!e eve!y $u$il advances in his own $ace and the teache! $lays the !ole o# the "aste! o# the ce!"onies only% &t that ti"e -ndia beca"e the colony o# G!eat .!itain% Unde! such conditions was bette! to edit /,, good boo0s than to educate /,, good teache!s% The objectives o# M%*est1s teaching was to teach to !ead by !eading% 2o! the contents $!esu$$oses he too0 in his boo0s eve!yday to$ics% The "ethodological Guide #o! teache!s was called 3Teaching English in Di##icult (u!cu"stances4% &s the "eans o# teaching he designed a se!ies o# g!aded boo0s #!o" the easiest to "o!e co"$licated ones%They we!e called 3G!een (o"$anoins4 35ed (o"$anions4%%6 boo0s all in all% Method is a gene!ali7ed "odel o# the "ajo! co"$onents o# teaching on the basis o# a do"inee!ing idea% M%*est1s "ethod was based on "a0ing the students !e"e"be! the necessa!y vocabula!y and st!uctu!es th!ough #!e8uent !e$etition o# these wo!ds and $h!ases9 at least 6 ti"es $e! $age:% The!e a!e di##e!ent "ethods' g!a""a!;t!anslation "ethod conte<tual audio;lengual "ethod audio;visual "ethod etc% Device = a conc!ete "ethodological act ai"ed at the solution o# a conc!ete tas0 at a de#inite stage o# teaching% M E%g% > devices how to e<$lain the "eaning o# a wo!d without t!anslatin it'
?: by showing an object @: by d!awing a $ictu!e /: by giving an e<$lanation A: by giving a de#inition B: by analy7ing a "o!$hological st!uctu!e o# the the wo!d +: by giving synony"s 6: by giving antony"s >: by de!iving the "eaning #!o" the situation etc% Means o# teaching' all so!ts o# "anuals boo0s elabo!ations technical aid "ate!ials visual aids co"$ute! $!og!a""es etc% )ubject = all the $!oble"s connected with the s$he!e o# activity which is called teaching $!ocess' ?: ai"s and objectives o# teaching @: selection and de#ining the contents o# teaching /: a #o!eign language as a subject $!oble"s A: Teache!1s and )tudent1s activities B: e##ective "ethods and devices +: histo!y o# develo$"ent etc the sco$e o# all $!oble"s a!ound teaching $!ocess% Object = all $edagogical $heno"ena connected with teaching and educating by "eans o# a #o!eign language% )che"e ?% Methodology and the othe! sciences% Cedagagogy Csychology Lingustics Table ?%5egula!ities Language Csychology Cedagogy Methodoology language s$eech education thought cognition educating !eality D to s$ea0 a language you should !e#lect the !eality D s$eech and cognition a!e achieved th!ough activeness o# the s$ea0e! Deducation and educating ta0es $lace in the cou!se o# teaching Dteaching should be done on the !ealEt!ue;to;li#e situations ?:-n linguistics = linguistic and e<t!alinguistic #acto!s 9body "ove"ents gestu!es "i"ics "edia envi!on"ent etc: in co""unication% @:-n $sychology = de$endence o# "otivation on the cha!acte! o# $edagogical sti"ulation% /:n $edagogy ; activity cente!ed education% A:-n "ethodology = lea!ning lea!ne! in a $!ocess o# s$eech activity i%e% in co""unication% ?: The $!ocess o# co""unication can be e##ected on by' #acial e<$!ession body gestu!es noise ; envi!on"ental #acto!% @: -t de$ends on the teache! ; the "otivation' "a!0s !elations good cli"at inte!est 0nowledge assess"ent "ay be sti"ulating and "otivate co""unication% /: &ctivity and in#o!"ation;cente!ed education ac8uisition o# a language o! any othe! subject should be o!gani7ed by the teache! th!ough the student1s activity' answe!ing 8uestions solving $!oble"s "a0ing $!ojects desighning so"e $lans etc% A: *hile teaching a #o!eign language the teache! should not only teach a lang a syste"ic as$ect o# a language but also the cultu!al as$ect o# co""unication' s$eci#ic e<cla"ations sho!t wo!ds = the ty$ical !eaction o# the native s$ea0e!s in a given situation% E%g% Table ?% The !egula!ities a!e o# a gene!al and conc!ete cha!acte! co!!es$ondingly' Gene!al (onc!ete9 s$eci#ic: ; gene!al !egulations o# teaching a language ; gene!al $!inci$les #unda"entals o# ; the !egulations o# teaching a de#inite language a language is taught di##e!ently to the lea!ne!s with di##e!ent Didactics teaching $!ocess which a!e co""on to teaching any language i!!es$ectively o# the "othe! tongue o# the students "othe! tongues E%g E%g% Methods o# 5esea!sh' The!e e<ist two gou$s o# "ethods'theo!etical and e<$e!i"ental% Theo!etical "ethods o# !esea!ch deal with analysis synthesis hy$othesis #o!"ulation "odeling% E<$e!i"ental "ethods a!e "eant to test to what e<tent a "ethod is good #o! this o! that school% They a!e' e<$e!i"ental teaching e<$e!i"ent obse!vation 8uestionnai!e testing inte!view ch!ono"et!y in#o!"ant usage etc%
.oth theo!etical and e<$e!i"ental "ethods "ay be o# / ty$es'
2unda"ental &$$lied Develo$"ents 2unda"ental "ethods solve gene!al theo!etical $!oble"s% Theo!y develo$"ent o! "ethod design% &$$lied "ethods a!e di!ected to a develo$"ent o# se$a!ate theo!y ele"ents at di##e!ent stages in di##e!ent schools% Develo$"ents design "ate!ials #o! $!actical use' designing te<tboo0s video aids audio "ate!ials etc% E<$e!i"ental Teaching and E<$e!i"ent% E<$e!i"ental Teaching ta0es $lace when a ce!tain $!og!a""e has been designed and it needs a tho!ough chec0;u$ at a de#inite stage o# lea!ning du!ing a yea! o! hal#;yea!%%% in natu!al envi!on"ent% & labo!ato!y e<$e!i"ent = in this case a t!ue;to;li#e conditions a!e c!eated in the labo!ato!y and a ce!tain g!ou$ o# students lea!n #o! a ce!tain $e!iod o# ti"e unde! these conditions% E%g% 5yth"o$edia = light sound "usic% E<$e!i"ent = usually lasts #o! the necessa!y ti"e;s$an9that de$ends on the condition o# the e<$e!i"ent:% -t $!esu$$oses e<istance o# at last two g!ou$s' e<$e!i"ental and cont!ol% &n e<$e!i"ent begins with a wo!0ing hy$othesis% E%g% &cco!ding to the Theo!y o# Fnowledge o# &c8uisition and the (u!ve o# #o!get#ulness by Gausse = we "ay assu"e that it is bette! to give a student @,, wo!ds #o! "e"o!i7ation than to give hi" only B, wo!ds because acco!ding to Gausse he will #o!get @,G o# this "ate!ial a#te! @ hou!s% This idea should be chec0ed e<$e!i"entaly% The e<$e!i"ent de#ines va!iable and non;va!iable conditions% E%g% Non;va!iable conditions "ay be' the sa"e students the sa"e te<t;boo0 the sa"e teache!%The students "e"o!i7ed the "ate!ial at ho"e by lea!ning it but the e<$e!i"ental g!ou$ had @,, wo!ds and the cont!ol g!ou$ = only B,% The last condition is a va!iable #acto!% -n o!de! to be able to #ollow the changes in the e<$e!i"ental g!ou$ we "ust co!elate the students in both g!ou$s acco!ding to thei! 0nowledge level% The!e a!e A stages in an e<$e!i"ent' ?: o!gani7ation stage = stating the conditions $!e$a!ing the "ate!ial "a0ing an oute! $lan Hwith dates and !esults de#ining g!ou$s sco!e Hco!elationI @: "ate!iali7ation stage = !eali7ation o# the "ate!ialI /: $!ocessing o# #acts and dataI A: inte!$!etation o# the !esults% -n o!de! to be able to "a0e conclusions and to $!ove a ce!tain idea the data obtained should be statisticaly !eliable% The necesa!y nu"be! o# data should be at least ?,, and the "o!e the bette!% The"e' &$$!oaches to teaching #o!eign languages%
-# a "ethod is a "odel in tactics in teaching an a$$!oach is a gene!al st!ategy% -% .e!aviou!istic &$$!oach% -t is based on a sti"ulusE!eaction $!inci$le% -n ?JA, ;?J+,s the a"e!ican scientist .o!is )hcinne! being a biologist e<$e!ineted on $igeons%He decided to teach the" to do so"e actions% He too0 a $igeon and $ut it into a da!0 !oo" th!eww so"e seeds and when he switched on a light on the #loo! the!e was a !ound ci!cle o# light in which the!e we!e the seeds and the $egions $ec0ed on these seeds% He !e$eated that "any ti"es till the $egions we!e taught to $ec0 in the ci!cle o# light even when the!e we!e no seeds% That "eans that the $egions we!e taught to !eact on the light% )chinne! decided that this $!inci$le could be t!ans#e!ed to the teaching $!ocess as well% .ehaviou!istic a$$!oach was a way o# #o!"ing and develo$ing s$eech habits by a "ulti$le "echanical !e$etition o# a !eaction to a sti"ulus% (onscious ac8uisition e<$lanations we!e given ve!y little attention and ve!y o#ten we!e !ejected% E%g% Cu$il' - bought a new boo0% Teache!' &nd yeste!day% Cu$il' - bought it yeste!day% = 9d!ill e<e!cises ; without "otives o! inte!est: (!iticis" o# .ehaviou!istic a$$!oach% The english "ethodologist Tho!ndi0e w!ote that !e$eating one and the sa"e sti"ulus $!oduces on the student as "uch in#luence as the elect!ic cu!!ent $!oduces e##ect on the wi!e% .ut still .ehaviou!istic &$$!oach can be success#ully used with s"all child!en who ac8ui!e thei! native language inthe sa"e way by !e$eating eve!y new wo!d o! $h!ase he hea!s%&t that a s"all child does not t!y to desinteg!ate the $h!ase% .ut .ehaviou!istic &$$!oach is no good #o! g!own;u$ lea!ne!s who 0now al!eady one language and t!y to t!anslate eve!y wo!d in a #o!eign language to lea!n its "eaning%Mode!n t!ends o# teaching $ut a heavy e"$hasis on the cultu!al as$ect o# any language and the!e "ethodologists who insist that we should teach not only the language9 its syste" ways and "eans o# e<$!ession: but also the linguistic behaviou!9 "anne! o# s$ea0ing:% --%-nductive;(onscious &$$!oach% -t "eans intensive wo!0 at "ulti$leH E<a"$les in o!de! to g!adually "a0e the students awa!e o# the !ules s$eech actions and the ele"ents o# the language theo!y% E%g% 2!o" e<a"$les = to !ules% This a$$!oach is good #o! schoolchild!en o# the beginning stage but such an a$$!oach hel$s the students to unde!stand g!a""a! but not to develo$ s$eech habits% -t has been used ve!y widely in the audio;visual "ethod% ---%(ognitive &$$!oach%-t "eans the $!ocess o# lea!ning the theo!y o# the language9 !ules o# Chonetics G!a""a! *o!d usage etc: and coscious st!uctu!ing o# an utte!ance on thei! basis% E%g% 5ules = e<a"$les utte!ances% -t is "ost a$$!o$!iate to the adults% The "o!e advanced in age is a student the "o!e !ules he wants% -K% -nteg!al &$$!oach% -t is oa integ!ated ac8uisition o# conscious and subcoscious co"$onents o# teaching which is "ani#ested in a $a!allel ac8uisition o# 0nowledge and auto"atis"s in all ty$es o# s$eech activity%This a$$!oach is still cha!acte!istic o# the "ajo!ity o# the seconda!y schools% E%g% -n the "ajo!ity o# the school te<tboo0s hte!e a!e e<e!cises li0e' !ead the te<t to inse!t the a!ticles to !etell to tell yo! #!iend what you did yeste!day%.ut the! is no logics in the syste" o# e<e!cises% -nteg!al a$$!oach is good when it $!esu$$oss a logical st!uctu!e inside the $a!ag!a$h% K%(o""unicative &$$!oach% T!aditional teaching was ai"ed at s0ills develo$"ent th!ough "aste!ing the syste" o# language% (o""unicative a$$!oach advocated teaching a language as a "eans o# co""unication% -ts basis is the di##e!enciation between $!e;co""unicative and co""unicative activities% Th!ough $!e;co""unicative activities the teache! isolites s$eci#ic ele"ents o# 0nowledge o! s0ill which co"$ose co""unicative ability and $!ovedes the lea!ne!s with o$$o!tunities to $!actise the" se$a!ately% The lea!ne!s a!e thus being t!ained in the $a!t s0ills o# the co""unication !athe! than $!actising a total s0ill to be ac8ui!ed% This catego!y includes the "ajo!ity o# the lea!ning activities cu!!ently to be #ound in the te<tboo0s and "ethodological aid boo0s9 such as di##e!ent ty$es o# d!ills o! 8uestionEanswe! $!actice:% This is ai"ed at $!oviding the lea!ne!s with a #luent co""and o# the linguistic syste" without actually !e8ui!ing the" to use this syste" #o! co""unicative $u!$oses%&cco!dinly the lea!ne!1s "ain $u!$ose is to $!oduce language which is acce$table9 su##iciently accu!ate o! a$$!o$!iate: !athe! than to co""unicate "eanings e##ectively% E%g%Luasi;co""unication' ; &!e you a "atches1 owne!H O! ;Do you have a #i!eH = while as0ing #o! a lighte!% C!e;co""unicative activities "ay be subcatego!i7ed as' st!uctu!al activities and 8uasi;co""unicative% E%g% *hile d!illing YesENo 8uestions ; Have you got a siste!H The student answe!s 3Yes4 although he doesn1t have any siste! at all% The co""unication beco"es #alse% ;3They loo0ed at each othe! th!ough the table4 = the student doesn1t 0now the $!e$osition 3ove!4% ; 3su!!ounding *ednesday4 3inte!national #u!nitu!e4 etc% -n co""unicative activities the lea!ne! has to activate and integ!ate his $!e; co""unicative 0nowledge in o!de! to%%%%%%%%%%%%%%%%%%%% #o! co""unication o# "eaning% He is now engaged in $!actising the total s0ill o# co""unication% Two subcatego!ies a!e distinguished he!e' #unctional co""unicative and social inte!action activities% K--% Hu"anistic a$$!oach% 9no beginning: The teache! should co""ent not on a $e!sonality but on the situation% E%g% *ell i# you say so it !eally "eant% The teache! should ta0e into account that eve!y student is a $e!sonality to "a0e a student ad"it that he was w!ong% E%g% ;Oh that1s anothe! $oint o# viewM not = You a!e w!ongM *e "ay be educating acowa!d a hy$oc!ate% Not to show a $u$il that he is a stu$id "a0e a justi#ication o# his stu$idity% Listen u$ to the end% Hu"anistic a$$!oach $!esu$$oses genuine !es$ect to othe! $eo$le1s $oint o# view because so"eti"es even a not ve!y cleve! $e!son e<$!esses thoughts which a!e wo!th ta0ing into conside!ation% E%g% -t1s inte!estingM Let1s see wethe! it is !ight o! not% Neve! say 3You a!e !ightEw!ongM4 neve! be a judge it is bette! to "a0e so"ebody else a judje% Methodology and its !elations with othe! sciences% Methodology as a science can not develo$ i# it doesn1t ta0e into account the latest develo$"ents o# a nu"be! o# sciences it !elates to% Tis #act can be e<$lained by the co"$licated natu!e o# the teaching $!ocess i%e the $sychology o# the teache! and the student the o!gani7ation o# thei! "utual colabo!ation on the level o# linguistic 0nowledge o# the teache! and the student on the health and gene!al dis$osition o# the teache! and the student on the ti"e at which the teaching $!ocess ta0es $lace etc% Methodology ta0es the csienti#ic data #!o" all the sciences that a!e !elated to a teaching $!ocess%Linguistics su$$lies "ethodology with contents o# teaching iEeE it gives all the necessa!y linguistic "ate!ial that a student should ac8ui!e to be able to e<$!ess hi"sel# #!eely%Methodology ta0es the data about the "ost #!a8uent le<ical g!a"atical units to be studed% &bout the "ost co"$licated lea!ning "ate!ial about the $eculia!ities o# the language as a syste" as a st!uctu!e and the $eculia!ities9 $honetic cultu!al se"antic etc: o# the s$eech in this language% .esides Linguistics can give a "ethodologist in#o!"ation about the co!!elation between the #o!eign and the "othe! tongue% The ne<t science is Csychology% Methodologists use the data about' age $eculia!ities o# the students "e"o!y $eculia!ities "echanis"s o# habits and s0ills #o!"ation and develo$"ent intellectual #atigue $sychology o# the $eo$le whose language the students a!e studying% Cedagogy which gives the o$$o!tunity to unde!stand' the social !oles o# the teache! and the student9 hu"anistic a$$!oach is based "o!e on $edagogy and $sychology: to co!!ectly conside! the student not as the object o# the education but as the subject o# the education to !ationally dist!ibute the ti"e at the lesson to ade8uately $lace the students in the class!oo" etc% Methodology also deals with such science as Chysiology% -t uses the data o# $hysiology #o! !esea!ch $u!$oses% The latte! hel$s to unde!stand bette!' the "ista0es the student "a0es the te"$oE!ateH o# the "ate!ial ac8uisition to ta0e into account the $!ocesses that ta0e $lace in a hu"an b!ain du!ing a ce!tain activity etc% E%g% The #!e8uency o# the "ate!ial in$ut in#luences the $hysiological state o# the sudent%> hou!s o# ha!dH wo!0 can "a0e a $e!son "ad but i# they can listen to so"e $leasant "usic in the head$hones du!ing that wo!0 it beco"es less dange!ous% Native wo!d (once$t o! object 2o!eign wo!d Object o# the !eality Language is a syte" o# "eans9 lenguage vehicles: which a!e necessa!y and su##icient #o! co""unication $lus !ules o# thei! use% )$eech is actualisation o# language syste" in conc!ete acts o# co""unication i%e% it is not only the 0nowledge o# language "eans and !ules o# thei! uses but also auto"ati7ed usage in co""unicative acts% &cco!dingly a $e!son "ay be assesed by the co"$etences he has ac8ui!ed% *hen only the language st!uctu!e is ac8ui!ed and the $e!son s$ea0s with good g!a""a! we "ay s$ea0 only about language co"$etence% .ut linguistic co"$etence is not enough to s$ea0 the 3authentic language4% .y the 3authentic language4 we "ean s$eech which is #o!"ulated in acco!dance with cultu!al and conven tional t!aditions o# the $eo$le% *hen a $e!son s$ea0ing co!!ectly #!o" the g!a""atical $oint o# view uses $h!ases which a!e the e<act t!anslation #!o" his native language we can not s$ea0 about co""unicative co"$etence because the socio;cultu!al as$ect has not been ta0en into conside!ation% E%g% &!e you the "atche!s1 owne!H The co""unicative co"$etence is the ability to use the a$$!o$!iate language "eans #o! the necessa!y situation so that the listne! unde!stands the $h!ase ade8uately% L&NG C&5OL Language as a syste" Language as a "eans o# co""unication O!tho; g!a$hy Chone;tics Le<is G!a""a! O!al *!itten 5ules o# w!iting &l$habet )c!i$ts$uct u;ation "a!0s etc% C!onoun; ciation &!ticulation Kowel syste" (onsonant )yste" di$h; tonguesassi ; "ilation etc% *o!ds )yntag; "as $h!ase $h!aseo; logyde!iva; tionwo!d; #o!"ation ho"o; ny"s syno; ny"santo; ny"s bo!!ow; ings etc% Mo!h$o; logy )ynta< Listenin g )$ea0ing 5eading *!iting Ca!ts o# s$eech )enten; ce te<t $a!ts o# the sen; tence clauses etc% Dialo Monolo; gical gical !ece$tio n $!oduction !ece$tio n $!oduction Language e<e!cises )$eech e<e!cises Language e<e!cises' while doing the" the students don1t $!oduce thei! own s$eech they a!e t!aining the"selves in le<ical g!a""a! and $honetic di##iculties% )$eech e<e!cises' all the e<e!cises that contain tas0s to !e$!oduce so"ething to !etell so"ething to do the w!itten e<e!cises9 to #ill in the ga$s to "a0e the sentence negative etc: a!e conside!ed s$eech e<e!cises o! 8uasi;co""unicative e<e!cises% Only when a $e!son e<$!esses his own thought in o!al o! w!itten way do we s$ea0 about !eal co""unication and co""unicative e<e!cices% E%g% *hen we tell s"bd about the yeste!day1s $a!ty = it is a !eal s$eech .ut when the tas0 is' one o# you is a "othe! the othe! is a daughte! as0 8uestions about the yeste!day1s $a!ty = it is s$eech e<e!cise% E%g%O!al t!anslation N listening O s$ea0ing% *!itten t!anslationN !eading O w!iting% E%g% Listening' ?: the teache! in the class is e<$laining the notable in#o!"ation about the ho"ewo!0 = it is s$eech e<e!cise @: a $u$il is !etelling the te<t and the othe!s a!e listening = it is language e<e!cise% The ne<t $!oble" that Methodology solves is the inte!!elation between the #o!eign language and the "othe! tongue%*nen a $u$il begins to lea!n his "othe! tongue at school he al!eady $ossesses to so"e e<tent the co""unicative co"$etence% The teache! o# "othe! tongue develo$s Language as s$eech and #ocuses on Language as syste"% The teache! o# a #o!eign language has to develo$ and c!eate the both things%
The de##e!ences between teaching a "othe! tongue and teaching a #o!eign language% ?: &i"s%The "ain ai" o# teaching a native language at seconda!y school is to teach the languagea as a syste" and to "a0e the co""unicative s0ills "o!e $e!#ect while the "ain ai" o# teaching a #o!eign language is to co"bine both teaching language as a syste" and develo$ing ele"enta!y s0ills at the sa"e ti"e% @: Envi!on"ent% The s$eech in the native language is constantly $e!#ected than0s to native language envi!on"ent while ac8ui!ing a #o!eign language the child has no #o!eign envi!on"ent and the latte! can be c!eated at the lesson by the teache! hi"sel#% -t will lead to s$eech $e!#ection% The student can ac8ui!e 0nowledge #!o" boo0s and othe! 9 !adio TK etc: as soon as he begins to !ead in his "othe! tongue% The othe! way !ound with a #o!eign language% *hile lea!ning a #o!eign language the student uses so"e gene!al catego!ies li0e' gene!ali7ation analitical activity the ability to as0 #o! in#o!"ation and give in#o!"ation the ways o# e<$!essing di##e!ent #eelings #!o" his native language and is !eady to t!ans#e! this 0nowledge into his #o!eign language% -n this case "ethodology s$ea0s about t!ans#e!ence and inte!#e!ence% T!ans#e!ence is using so"e language #unctions and unive!sal thin0ing catego!ies by a$$lying the" to the new language% -t is $ossible when the language $heno"enon in the native language coincides with that o# the #o!eign language% E%g%E<$laining ge!und to !o"anian students o! to !ussians% The teache!1s tas0 is to hel$ !o"anian students t!ans#e! the 0nowledge #!o" his native language into the #o!eidn language% .ut the!e is a dange! o# #ull i"itation o# the !ules o# the "othe! tongue% &ctually one and the sa"e $heno"enon in di##e!ent languages has its $eculia!i!ies%The!e is no absolute identity% )o it is #o! the teache! to single out the issues whe!e this di##e!ence lies% -# he igno!es this #act the students #aces the $osssibility o# inte!#e!ence% -nte!#e!ence is an e!!oneous s$eech $!oduct which was c!eated eithe! by e<tending the !ules o# one1s "othe! tongue to the #o!eign language o! "i<ing u$ so"e si"ila! things within a #o!eign language%The #i!st ty$e o# inte!#e!ence is called inte!lingual inte!#e!encethe second = it!alingual inte!#e!ence% E%g% 3This $ictu!e li0es "e4 = inte!lingual inte!#e!ence9should be e<$lained be#o!ehand: 3You have done this "ista0e4 3- have "ade this e<e!cise%4 = int!alingual inte!#e!ence9 the lea!ne! doesn1t 0now the di##e!ence between 3to "a0e4 and 3to doP% *hen we s$ea0 about the t!ans#e!ence #!o" the "othe! tongue to the #o!eign language we "eant not so "uch the 0nowledge o# ce!tain language $heno"enoa but we "ean the gene!al ideas the conce$tsand the s0ills that the student has ac8ui!ed in his "othe! tongue% .esides while lea!ning a #o!eign language the student uses the thin0ing catego!ies #!o" his "othe! tonguebut the #o!eign language hel$s hi" to develo$ thin0ing and to unde!stand his native language bette!%*e "ay say that thin0ing in the "othe! tongue is develo$ed but in the #o!eign language is $e!#ected% The student uses his "othe! tongue as a "eans o# lea!ning othe! subjects and his co""unicative co"$etence hel$s hi" to do so%.ut in o!de! to use a #o!eign language as a "eans o# co""unication the student should #i!st be taught how to co""unicate and he should develo$ the co""unicative co"$$etence which is a ve!y long and ha!d e##o!t% )o the #inal ai" o# lea!ning a #o!eign language at seconda!y school is not only to su$$ly the student with so"e 0nowledge but also develo$ s$eech s0ills and co""unicative co"$etence% Csychological basis o# Methodology% *hat is s$eech #!o" $sychological $oint o# viewH -t is two;sided $!ocess% 2i!st o# all it is s$eech $!o$e! which is outwa!d active outs$o0en and it has a #ull linguistic st!uctu!e% On the othe! hand it is inne!s$eech which is "et in !eading and w!iting auding and s$ea0ing which is #!ag"enta!y which is a blending o# thought which is a sche"e% That is why abundant listening and s$ea0ing lead to "o!e #luent s$ea0ing but it is not enough while teaching a g!ou$ o# students% -n this case an o$$o!tunity should be given to each student to $!onounce out loudly in cho!us in o!de! to develo$ audio"oto! t!aces which "eans that while !eading o! listening $lus $!onouncing we leave a ve!y dee$ t!ace in ou! "e"o!y in ou! "ind% E%g% )inge!s o! si"$le $atients with so!e th!oat a!e not allowed to !ead% The!e a!e th!ee "ain $!ocesses in ac8uisitin o# so"e 0nowledge and develo$ing habits and s0ills% 5ece$tion 5e$!oduction C!oduction The way o# ac8ui!ing 0nowledge #!o" #o!" to thought% -t is an analitical $!ocess% -t is "eant #o! ac8ui!ing so"e $assive "ate!ial i%e% the "ate!ial you !ecogni7e% The way o# "ate!ial ac8uisition #!o" thought to #o!"% -t is a synthetical $!ocess which is good #o! lea!ning active "ate!ial i%e% the "ate!ial "eant #o! actuali7ation9o!al !e$!oduction: )$ontaneous s$eech Listening5eading9silent: 5etelling5eciting a $oe" o! singigng a song 9without une!standing the language:
C!oduction is a $!ocess o# s$ontaneous s$eech e<$!ession o# thoughts% -deas "ay be not new #o! e<a"$le on the te<t !ead%)hould we teach thin0ing in a #o!eign language o! should it be ac8ui!ed as a child lea!ns his "othe! tongueH C!o#esso! .elyaev a $sychologist was su!e that we can teach a child to ac8ui!e a #o!eign language inthe sa"e way as the child ac8ui!es his "othe! tongue% That "eans that no t!anslation is necessa!y all the e<$lanations should be given in a #o!eign language% -n othe! wo!ds we should teach the student by c!eating a #o!eign language at"os$he!e and teacn hi" guess the "eaning o# the wo!ds he doesn1t 0now% .elyaev believed that a subconscious syste" will be develo$ed in the "inds o# the students and they will use it while s$ea0ing in a #o!eign language% ¬he! outstanding scientist acade"ician L%)che!ba on the othe! hand t!ied to $!ove that it is $ossible to "a0e the student#o!get his own language while listening to so"eones$ea0ing a #o!eign language%L%)che!ba says that no one is in the $owe! to d!ive a native language out o# the students1 "inds% -t is es$ecially t!ue #o! the beginning stage o# the language ac8uisition% .esides the $e!id o# a $assive ac8uisition o# the native language by a child is ve!y long so"eti"es it is / yea!s o# being silint% .ut #o! a $e!son al!eady s$ea0ing one language it is di##icult to "e"o!i7e anothe! language without t!ying to identi#y what a #o!eign wo!d "eans% *hat .elyaev said "ight be $ossible at eve!y advanced stage o# 0nowing the language% The!e is such a $heni"enon which is called bilingualis" which "eans that a $e!son can s$ea0 two languages as his native language% .ut as !esea!ch showed in case #o! e<a"$le a "oldovan $e!son is s$ea0ing !ussian and at a ce!tain "o"ent sto$s to thin0 what !ussian wo!d to use in his "ind he al!eady has a "oldovan wo!d9va!iant:%-t testi#ies to the #act that the $!og!a""e o# an utte!ance is being c!eated in one1s "othe! tongue%.ut the s$eech "echanis"s a!e auto"ati7ed to such an e<tent that we thin0 we a!e thin0in in a #o!eign language%*hen you s$ea0 the sa"e language all the ti"e you! cognitive $!ocesses a!e ai"ed on this language% T!ying to s$ea0 about the d!awbac0s and $ositive #eatu!es o# these two a$$!oaches we "ust co"e to the conclusion that neihte! t!anslational "ethodology no! non; t!anslational "ethodology can teach a beginne! to thin0 in a #o!eign language% The best a$$!oach is a conscious one i%e% when 0nowledge is ac8ui!ed consciously habits a!e develo$ed on the basis o# auto"atis"s%&nd s0ills co"e by natu!ally abundant $!actice will #acilitate the #luency o# s$eech% 5ole o# "e"o!y in ac8ui!ing a #o!eign language% The!e a!e such ty$es o# "e"o!y as' sho!t;te!" "e"o!y long;te!" "e"o!y $hoto;"e"o!y intentional "e"o!y unintentional "e"o!y visual "e"o!y "oto! "e"o!yetc% 2o! language lea!ning we need only so"e ty$es o# "e"o!y% )ho!t;te!" "e"o!y is connected with "ate!ial $e!ce$tion and lasts #o! about A "inutes at the "ost and #o! di##e!ent $eo$le it is di##e!ent%&#te! we have hea!d an utte!ance it is in ou! sho!t;te!" "e"o!y #o! so"e ti"e necessa!y #o! ou! unde!standing it and then it goes to the long;te!" "e"o!y whe!e it can be !etained #o! @A o! A> hou!s o! even longe!% &nd then this "ate!ial goes to the subconscious a!ea o# the hu"an b!ain% -n othe! wo!ds this in#o!"ation is i"$!inted in the eng!a""es o# ou! b!ain% -t is i"$!inted in the #o!" o# so called t!aces% &cco!ding to the law o# i"$!inting a $e!son neve! #o!gets anything% Eve!ythin he sees hea!s !eads etc all that leaves t!aces on his b!ain% That is why the "ain $!oble" o# "ethodology is not to "a0e the stunent study but to hel$ hi" to e<t!act the in#o!"ation #!o" the subconscious a!ea o# his "ind% )o"eti"es we !e"e"be! so"ething unintantionally but in the ce!tain cu!cu"stances ou! "ind suddenly !etu!ns us to the events we have neve! thought about% The t!aces beco"e dee$e! when the sa"e signal a$$ea!s "any ti"es and the in#o!"ation "oves #!o" the subcosciou "ind to the coscious one whe!e the $!ocessing o# the in#o!"ation occu!s 9 ahaM;!eactions:% )o in teaching languages e<e!cises a!e "eant only to "a0e the t!aces "o!e $!o#ound but to teach a $e!son s$ea0 language e<e!cises a!e not enough% They should be #ollowed by nu"e!ous s$ea0ing e<e!cises% (o""unicative a$$!oach consists in d!awing the wo!ds o! $h!ases out o# subcosciouness% 5esea!ch has $!oved that the signals co"ing to the $e!son1s "ind shouldn not be given with #!e8uency e<ceeding ?B seconds% Othe!wise "o!e #!e8uent signal ove!la$ and oblite!ate delite the in#o!"ation Choto;"e"o!y is also o# g!eat i"$o!ta"ce #o! #o!eign languages ac8uisition% -t is es$ecially i"$o!tant at the beginning stage when the students !e"e"be! not only the soun i"age o# the wo!ds its "eaning but also its s$elling%&s a !ule $eo$le having a develo$ed $hoto;"e"o!y ac8ui!e the language bette!% -ntentional and unintentional "e"o!y% &longside with unintentional "e"o!y the teache! should develo$ in students intentional "e"o!y because a #o!eign language li0e "athe"atics !e8ui!es !e"e"be!ing lea!ning by hea!t !e$!oducing closely to the te<tetc% .ut it is not so easy to 0ee$ cot!ol o# the students1 intentional "e"o!y #o! a long ti"e% *hen the in#o!"ation is not inte!esting the ti"e see"s to last long% The way to 0ee$ the students attentive is to b!ea0 "onotony o# the teaching $!ocess' inte!esting "ate!ial une<$ected 8uestionsove!"odulation o# the voiceetc%
Fnowledge habitss0ills% These catego!ies a!e at the sa"e ti"e "ethodological and $sychological catego!ies% Fnowledge = is the whole bul0 o# language "ate!ial liable9H: to be ac8ui!ed actively and $assively% Habits = a!e auto"ati7ed actions with $honetical le<ical g!a""a! "ate!ial in the cou!se o# !ece$tive o! !e$!oductive s$eech% )0ills = a co"$le< o# s$eech acta including all so!ts o# habits in !eading s$ea0ing auding and w!iting%
Csychological and Methodological sche"e o# Fnowledge = )0ills = Habits% Csychology Methodology 5ece$tion -n#o!"ation i"$a!ting9e<$lanation: 5ecognition De"onst!ation o# e<a"$les o! te<ts .!ining ho"e 5ule a$$lication Unde!standing 2u!the! silent !ule a$$lication 5e"e"be!ance D!ills in $atte!ns 5e$!oduction Using the "ate!ial in a given situation C!oduction Using the "ate!ial in the students1 own situations Habits and s0ills a!e dyna"ic $!ocesses% *hile develo$ing a s0ill you a!e to ac8ui!e 8uite a nu"be! o# habits% *hen !eading to the"selves the students "ust develo$ the habits to !ecogni7e the sounds to co"bine the" into wo!ds the habit o# unde!standing the syntag"a o# gene!ating the sense o# the sentence% E%g% & child "ay !ead without unde!standing =The develo$ed s0ill leads to habit% Cedagogocal basis o# Methodology% )ubject =Object $!oble"% This $!oble" conce!ns the student%How the student should be viewed u$on% *hethe! we should conside! the student the object o! the subject o# teaching and educating% Ea!lie! $edagagies conside!ed the student to be the object o# teaching and educating%)o the student was loo0ed u$on as an obedient child who has no ideas o# his own who $e!#o!"es all the actions e<actly li0e a co"$ute! #ollows the o!de!s o# the $!og!a""e!s% *hen the teache! as0s a 8uestion the student "ay give not only one to one answe!s%Ta0ing into conside!ation that the student has his own bac0g!ound sco$e o# 0nowledge di##e!ent attitude to the #o!eign language as a school subject we can not e<$ect #!o" the student a one;to;one answe!%-n this case the student "ay give sone additional unde!standing di##e!ent inte!$!etation and as he hi"sel# $!ocesses the in#o!"ation he is an active thin0e! and he is the "aste! o# the situation% E%g%The student can tu!n the $!og!a""e that the teache! gave% .ea!ing it in "ind we can say that the student is a subject% The st!uctu!e o# the $edagogical $!ocess% The $edagogical $!ocess is a th!ee;sided entity%On the one hand it is a teache! on the othe! it is a student on the thi!d = the subject9H: =the #o!eign language%How do they inte!actH The teaching $!ocess is a su" o# the studentQs activity $lus the teache!1s activity $lus the conditions that the subject9#o!eign language: i"$oses on the two% *e cannot say which side is "o!e i"$o!tant% .ut we can say wethe! the teaching $!ocess is student;cent!ed o! teache!;cente!ed%9so"eti"es even the student "ay teach the teache! so"ething:% *hen a $!oble" isbeing solved the #inal decision should be the student1s%& teache!;cent!ed teaching $!ocess is not good because it cu!bs the student1s initiative% The student;cente!ed teaching $!ocess $!esu$$oses the student1s activity the o$$o!tunity to e<$!ess his own thoughts to "a0e solutions to choose decisions to co""unicate with who" he $!e#e!s etc% How to o!gani<e the students in the class!oo" so that they could !eali<e thei! "otives and inte!ests and satis#y thei! li0ings and disli0es% The "anne! in $uttin tables in !ows has ve!y se!ios $sychological cose8uences% -t educates individualists whose attention is #ocused on the teache! only and they the students% Have al"ost no $ossibility to 0now #!o" each othe!%-t is "uch bette! to o!gani7e the students in a way they could see each othe!1s #aces% The sche"e o# the student;cente!ed class o!gani7ation% The advantages o# student;cente!ed class' ?: They listen to each othe! @: They analy7e the "anne! o# s$ea0in sittingetc /: they t!y not to !e$eat each othe!1s "ista0es% -n a se"ice!cula! $osition the students #eel as one connected #a"ily but not as the ? st !ow; thebest students the last !ow = the bac0d!awn students% The $!oble" o# students1 s$eech activity% The co""unicative a$$!oach $!esu$$oses the student1s inte!action with othe! students du!ing a lesson% This co""unication can be based eithe! on !eady;"ade dialogues o! it "ay be a s$ontaneous s$eech% -n the #i!st case !e$!oduction o# the dialogues can be a good "eans o# develo$ing s$eech habits but s$ontaneous s$eech achieved only th!ough un$!e$a!ed tal0ing%M% *esta $!o"inent b!itish "ethodologist said' 3Lea!n to s$ea0 by s$ea0ing to !ead by !eading etc4 He "eant s$ontaneous s$ea0ing% *hile co""unicating the student assu"es so"e !oles and each ti"e he $e!#o!"s a new social !ole9 $!o#esso! and a student a waite! and a custo"e! etc:% -# acco!ding to the co""unicative a$$!oach the student is given an o$$o!tunity to choose the !ole to solve to #ind solutions inde$endently he is su!e to be "otivated and willing to s$ea0% E%g% & #light to s$ace%*hat 8ualities should the $e!sonnel have to "a0e a tea"% The tache! b!ings u$ a $!oble" but doesnQt say what should each student do%)$ecialist in languages can ude!stand the $u!$ose and the beni#it o# doing e<e!cises but child!en = can1t% .esides $u!ely linguistic $!oble"s the students have to solve behaviou!al $!oble"s which they o#ten a!e not !eady to do9 a $!osecuto! a judge #o! e<a"$le:% The !oles that the students $lay du!ing the lesson a!e also connected with getting li#e e<$e!iences% That is why all the 0nowledge that the students have can be a$$lied to absolutely new situations and in this case it is consciously a$$lied 0nowledge% Methodology du!ing its histo!y was su##e!ing #!o" unconscious ac8uisition o# the language to the conscious one%&t the beginning o# the RR centu!y when the di!ect "ethods we!e in #ashion% Unconscious a$$!oach !eigned%Then in the ?JA,s the!e was a t!end o# dee$ awa!eness o# the st!uctu!e o# the language and the syste" was $ut to the #o!eg!ound i%e% conscious a$$!oach%-n the ?J+,s "ethodologists t!ied to show that the unconscious ac8uisition o# the language is "uch "o!e hel$#ul and e##icient% That is why 0ea!ning by hea!twas a $!edo"inant "eans o# develo$ing s$eech habits and s0ills% E%g% This "ethod o# lea!ning by hea!t es$ecially develo$ed in Ko!one7 as K%2%Foche!ga testi#ied !esulted in the students1 hel$lessneswhen they sta!ted to s$ea0% The $!ocess o# c!eation should ta0e $lace #!o" the ve!y #i!s ste$sM E%g% )hehte!1s "ethods%& g!own u$ $e!son had to ac8ui!e a language as a child does' !eady;"ade dialogues "usic showing a $ose o# the tea;0ettle%.ut it is $ossible to hea! the w!ong ideas i# you do not !ead the $h!ase i# you do not unde!stand it%9 S TUVWXYZ[ \]^_]`]a][:% The!e "ust be a stage whe!e alongside lea!ning by hea!t the students should e<$!ess thei! thoughts and ideas% & g!own;u$ cannot s$ea0 anothe! language using only !eady;"ade sentences% -n this case he will not be able to e<$!ess his $e!sonal view othe!wise he will beco"e indi##e!ent to what he says% Nowadays the!e is a tendency to teach only s$eech and the "o!e it is ; the bette! because the $!ocess o# co""unication goes on s"oothly when the s$eech o# the s$ea0e! a$$!oaches the s$eed o# the native s$ea0e!% Ke!y o#ten it is done at the e<$ense o# the co!!ecnessE accu!acy and the co!!ect $!onounciation% -t is ve!y good #o! $eo$le inte!acting with #o!eine!s but it is unacce$table #o! the #utu!e #o!eign language teache!swhose st!ong $oints "ust be accu!acy theo!etical 0nowledge o# a language% Didactic basis o# Methodology% & #o!eign language lesson% -%& t!aditional lesson% -t shoud co"$!ise a nu"be! o# obligato!y stages' ?: Eve!y lesson should begin with so called o!gani7ation $e!iodEstage %Usually at this stage the teache! as0s about the absent $u$ils who is on duty what the wethe! is li0e9 -t is not bad% .ut un#o!tunately !eal weathe! is nea!ly always is not ta0en into account:% @: The second stage is s$eech e<e!cise9 a 0ind o# wa!"ing;u$ e<e!cices:% The teache! t!ies to "a0e the $u$ils s$ea0 in a #o!eign language eithe! on the basis o# the $ictu!es o! the latest events in $olitics s$o!t cultu!e etc%Mainly it is answe!ing 8uestions but tey a!e seldo" s$ecial 8uestions% 3*hyH4 is !a!e% -t is not bad i# the teache! is not a#!aid o# this 8uestion9 *hat do you thin0 o# the te<t we have !eadH:% The 8uestion should be co""unicative% /: Chonetic d!ill%Usually it is "eant #o! wo!0ig at the student1s sounds #o! d!illing !eading s0ills%The teache! is su$osed to listen to the way the students $!onounce and to give the" advice and co!!ect the"% *hen the cho!us sounds the teache! should be silent listening to the individuals "is$!onouncing sounds o! e<$laining the !ules in case the wo!ds a!e being "is$!onounced% -n !eality child!en a!e shouting at the to$ o# thei! voices and the teache! is t!ying to lead the cho!us%&ctually cho!us wo!0 is a ve!y use#ul wo!0 o# teaching languages but because $honetic d!ill s$oils the students1 taste to $!onounce so"ething loudly they sto$ $!onouncing anything in cho!us by the B th o! 6 th #o!" al!eady% & co""unicative lesson% & child is a #utu!e $e!sonality he is to "a0e decisions we should teach hi" !es$onsibility not to give hi" !eady;"ade solutions% The co""unicative lesson is ai"ed at devel$oing all s$eech activities at the sa"e ti"e%T!aditionally the teache! is going #!o" ele"ents o# s$eech to s$each $!o$e!% &t a co""unicative lesson the o!de! is !eve!sed' it is #!o" s$eech to ce!tain language ele"ents%How can it be doneHTo "a0e a scena!io out o# the lesson%The teche! should thin0 about the gene!al objectivewhich $!esu$$oses the students1 solutions o# the $!oble"s% &ctivity $!oble"s' bying #u!nitu!e #o! e<a"$le% The inte!de$endence o# in$ut $!ovided at eve!y "o"ent o# the scens!io can be "ate!iali7ed in acco!dance with the algo!yth" o# the student1s activity%&lgo!yth" is a syste" o# actions whe!e the !esult o# the #i!st stage is the beginning o# the secondand so on% They a!e ite!de$endent a ce!tain $!esc!ibed o!de! o# doing so"ething% The algo!yth" o# a co""unicative lesson' ?: To give a gene!ali7ed objective% -t "ust be vaguely $ut "ust contain a con#lict and have a nu"be! o# solutions% E%g% The teache! has in "ind (onditionals%.ut he just says' 3-s it sise to give child!en "oneyH-# you give%%%%%4That is a $!oble" with "any solutions at least th!ee%The conc!ete solutions o# the $!oble" constitute al!eady the scena!io o# the lesson and each conc!ete objective should be solved by the students acco!ding to the algo!yth" @: Each conc!ete objective "ust contain a con#lict% E%g%- want to ta0e "oney #!o" the ban0 but - have neve! been the!e% /:To give the behaviou!al "odel' what to do and how to do% The lesson should have !easonable objectives% E%g%Clease $hone you! uncle and as0 #o! in#o!"ation and $ut it down% A: To give the students language "odels i%e% to su$$ly the students with all the new "ate!ial he needs% -t is he!e to teach the" wo!ds g!a""a! etc%The language "ate!ial is given in connection with the $!oble" solved but not all the "ate!ial needed #o! this $a!ticula! day% A: Uniting the students1 e##o!ts =s"all g!ou$s #o!"ation% B: 5e8uisiteE$!o$e!ties = hand;out "ate!ials% *hen the student has so"ething in his hands it is "o!e conc!ete s$eci#ic% E%g% -# the conc!ete objective is to $ost the $ostca!ds the teache! "ay give the student so"e !eal $ostca!ds% The student1s s$eech beco"es "o!e $!ecise and c!eates une<$ected 8uestions and answe!es% +: The activity itsel#% *hile the student a!e wo!0ing in s"all g!ou$s the teache! should be least o# all a su$e!vise! but a consultant a #!iend a $e!son ve!y "uch inte!ested in what is going on in s"all g!ou$s% 6: & chec0;u$ o# the !esults o# the activity and wo!0ing out a gene!al a$$!oach to the ne<t $!oble" to be solved% E%g% You have co"e to the ban0 but you have #ound out that it is not ve!y$!o#itable% *hat is the way outHThe analysis o# the !esults% >:The ne<t $!oble" is again solved acco!din to the algo!yth"% The advantages o# the co""unicative lesson' ?: The student1s s$ea0ing ti"e is "uch bigge!%-n t!aditional education the teache! s$ea0s a lot when one o! two students a!e s$ea0ing the othe!s have to be silent% -n gene!al ? o! @ "inutes #o! each student% -nt!ave!s a!e silent all the ti"e% @: *hile co""unicating the students lea!n #!o" each othe!% /: -# you use video o! audio aids they "ust be to$ically connected with the $!oble" solved and each student can ta0e #!o" this "ate!ial what he needs best% A: &ll the tas0s that the students det a!e ve!y t!ue to li#e and they teach the student li#e as well% -t is not only the linguistic as$ect but also a social one% E%g% You a!e the ban0 "anage!o! the di!ecto! o# the co"$any you lea!n how to be !es$onsible you #eel it and when you g!ow u$%% 5%Fi$ling% 3- 0ee$ si< honest se!ving "en They taught "e all - 0now% Thei! nai"es a!e *hat and *hy and *hen &nd How and *he!e and *ho% Objectives o# Teaching Languages% ?: Educational objectives 9]bcU]bXde]ad_U`fYZU: @: Educative objectives 9 a]^\g_d_U`fYZU: /: C!actical objectives 9\Xdh_giU^hgU: Educational objectives% Teaching a language o# a #o!eign count!y $!esu$$oses not only lea!ning the language as such but also getting ac8uainted with the cultu!e o# the count!y% The gena!al in#o!"ation about the count!y1s geog!a$hy and histo!y custo"s lite!atu!e "ain indust!ial cent!es #ol0lo!e wide the sco$e o# vision o# the students% -t ve!y good when the teache! doesn1t con#ine hi"sel# to the "ate!ial o# the te<tboo0 only but b!ings boo0 etc E%g% )$ea0in about the!ailway station =b!ing the ta$e video with the sounds announce"ents% -# you we!e ab!oad tell the students o! as0 those who we!e ab!oad o! b!ing #o!eigne!s% Educative objectives% & #o!eign language has "any o$$o!tunities to hel$ the students #eel what is good and what is bad because a teache! o# a #o!eign language can use any sou!ces that a!e at hand to convince his $u$ils in so"ethin i"$o!tant% E%g% -# the teache! just states that 3)tudents have di##e!ent li#e49H: = it is one thing but i# he b!ings the su!veys the $oll !esults video $ieces docu"ents = it is absolutely di##e!ent thing% & #o!eign languages "a0es the student une!stand his own language "uch bette!% & $e!son 0nowing a #o!eign language has an access to anothe! cultu!e he beco"es ve!y wise because he 0nows "o!e% E%g% jkY]^_g iU^_Y]U eUXld`]m ?:n_]bZ ^`Wog YU \]Ygpd`g ] iUp _Z o]a]Xgqf @: i_]bZ ]_ YUeYdrcgs b]`adY]a ]_`gid_f^t g _%T% C!actical objectives% -t should be unde!stood in te!"s o# co""unicative $!ocess% -t "eans' whateve! the teache! teaches it should #ind !e#lection in the students1 s$ea0ing $!actice and whateve! the student 0nows should be #acilitated9H: in his s$eech% (ontents o# education% .y contents we "ean eve!ything the student ac8ui!es in the cou!se o# studies% -t is clea! #o! eve!yone that by contents we "ean language "ate!ial !elated to $honetics g!a""a! le<is as well as "ate!ial contained in w!itten te<ts boo0s dicciona!ies audio and video "ate!ials that the student ac8ui!es a language #!o"% .ut not only that% &s we 0now lea!ning a #o!eign language $!esu$$oses not only language "ate!ial ac8uisition bu also develo$"ent o# habits and s0ills o# using this "ate!ial%)o the!e has been a long a!gue"ent whethe! habits and s0ills ac8uisition should be conside!ed as a $a!t o# contents o# teaching% -t is only !easonable to conside! the" as contents o# teaching because othe!wise the "ate!ial ac8uisition at the level o# unde!standing "ight be ta0en #o! the #inal 8oal o# language lea!ning% .esides 0nowing about the language !e8ui!es so"e 0nowledge o# cultu!e lite!atu!e histo!y custo"s t!aditions etc a s$ecialist in a #o!eign language should 0now about !ealias 9H:% 5ealias en!ich the student1s idea about the cultu!e o# the count!y get to 0now habits and custo"es and should go within the contents o# teaching% )$eech activity and e<e!cises% Methodology distinguishes A s$eech activities'!eading w!iting s$ea0ing listening% .ut not eve!y s$ea0ing can be conside!ed a s$eech activity% .y s$eech activity we "ean the $!ocess o# giving o! getting so"e notable in#o!"ation%% *e can s$ea0 about s$ea0ing as s$eech activitys$ea0ing as o!al wo!0 s$ea0ing as vocali7ation ve!bali7ation etc%2o! a teache! it is i"$o!tant to have a clea! idea o# the di##e!ence% Kocali7ation is a s$eech e<e!cise ai"ed at a!ticilation develo$"ent "a0ing so"ethig audible% E%g% 5eading London cou!se o! do"e othe! $honetic e<e!cises !eading an e<e!cise done at ho"e loudly% O!al wo!0 = anything $!onounced by the students o!ally a sentence e<a"$les with the necessa!y wo!ds !eading aloud isolated sentences #!o" the te<tboo0s even $!onouncing so"ething that nobody is inte!ested in% E%g% The teache! as0s the student to as0 his neighbou! about the thin they both 0new% The!e is no novelty% )$ea0ing as s$eech activity is ai"ed at as0ing #o! notable in#o!"ation and giving needed in#o!"ation% E%g% 5etelling the te<t al"ost wo!d #o! wo!d when the whole class has $!e$a!ed such a !etelling at ho"e is not a s$eech activity% .ut answe!ing a *hy;8uestion !elated with the te<t will be a s$eech activity because so"e new in#o!"ation is given by each $a!tici$ant o# the discussion% & close to the te<t !etelling o# a ho"e!eading te<t is not a s$eech activity but tal0ing #!eely in connection with te<t is a s$eech activity% &s0ing a neighbou! abut the things that you ve!y well 0now is a s$eech e<e!cise but as0ing a 8uestion when you a!e !eally inte!ested in the answe! is a s$eech activity% 5eading aloud a te<t #!o" the te<tboo0 is not a s$eech activitywhile !eading a newte<t #o! the sa0e o# getting so"e new in#o!"ation is a s$eech activity but it is "o!e natu!al to do a silent !eading in this case%5eading aloud is an e<e!cise o# develo$ing !eadig habits while silent !eading is a a$eech activity% *!iting an e<e!cise consisting o# isolated is an e<e!cise w!iting a $a!ag!a$h thought by the student is a w!iting s$eech activity% Listening to a ta$e o! #il" in o!de! to get so"e in#o!"ation is a listening s$eech activity but listening to a class"ate !etelling a to$ic is not it is a listening e<e!cise% Teaching $honetics% Chonetics is a disc!ete syste" which "eans that it has a #inal nu"be! o# $honetic $heno"ena which has to be ac8ui!ed by eve!y lea!ne!%&s #a! as di##iculties go english ohonetics has / catego!ies o# sounds' ?:si"ilia! but not identical sounds @:identical sounds /:di##e!ent9absolutely new: sounds% The "ost di##icult is the #i!st catego!y because they call #o! inte!#e!ence% The teache! "ust e<$lain the di##e!ence ve!y ca!e#ully and $!ecisely% The new sounds do not $!esent any conside!able di##iculty i# they a!e given a ve!y detailed desc!i$tionE$!esc!i$tion% but in "ethodologe the!e is a so called 3a$$!o<i"ation $!inci$le i%e% the!e "ay be deviations #!o" the no!" o# $!onouncing so"e sounds $!ovided they do not a##ect the "eaning o# the utte!ance% E%g% -# the lea!ne!1s utv o! udv a!e not dental the listene! will unde!stand the utte!ance but i# the lea!ne! "is$!onounces sound u v in the wo!ds 3bad4 3bi!d4 and 3bed4 the listene! is su!e to "isunde!stand the $h!ase% The "ost i"$o!tant things in $honetics to be within constant attention o# the teache! a!e "eaning di##e!enciating $heno"ena' ?:the co!!ect $!onounciation o# all the vowel sounds @: long and sho!t vowels9 the !yth" de$ends on it: /:Devoiced endings93and4 not 3ant4: