TEACHING FOREIGN LANGUAGES IN THE SECONDARY AND HIGHER EDUCATIONAL ESTABLISHMENTS: OVERVIEW OF MAIN APPROACHES
DOI:
https://doi.org/10.31499/2306-5532.3-4.2017.135855Keywords:
approach, principle, competence, language teaching, professional training, method, motivation, educational activity, commu-nicative interactionAbstract
Rapid social changes in different spheres determine new requirements to the graduates of the higher educational establishments. The article presents a whole complex of techniques that is aimed at developing not only language skills, but crea-tivity and general outlook of the students, that help to create an English-speaking environment in which they work, express their thoughts, draw conclusions. The article is devoted to the content analysis of basic approaches to English language teaching. The author compares traditional and innovative approaches, determines their benefits and drawbacks. Within the framework of this research the author dis-tinguished three basic approaches (methods) in teaching a foreign language: commu-nicative, intensive and linguoculturological. The characteristic principles of each of them are presented in the article. The author states that they focus on widening the world view, motivation level increase, creative initiative cultivation and effective communication performance. The conception of the research problem in the educa-tional sphere of the secondary and higher educational establishments has been theo-retically generalized. The point of the article is based on the fact that professional training of future foreign language teachers is a process of learning, understanding and specific knowledge, skills and proficiencies of future teachers who perform the functions of future professional activities, fulfill their functions in accordance with their professional duties. The scientific literature analysis results, concerning the approaches viewed, show advantages and disadvantages of each of them, so that they need some modifying and improvement, what will be the prospects for our further research in this direction.
References
Mil’rud R. P. Sovremennye konceptual’nye principy kommunikativnogo obucheniya inostrannym yazykam обучения [Modern conceptual principles of communicative teaching] / R. P. Mil’rud, I. R. Maksimova // Inostrannye yazyki v shkole. – 2000. – №5. – S. 17–22.
Semychenko, V. A. Priorytet profesijnoi' pidgotovky: dijal'nisnyj chy osobystisnyj pidhid [Priority of Professional Training: Activity or Personality-Centered Approach] / V. A. Semychenko // Neperervna profesijna osvita, filosofija, pedagogichni paradygmy, prognoz. – 2003. Kyi'v: Naukova dumka, S. 178.
Hymes, D., Pride J. and Holmes J. (1971). On communicative competence. 1st ed. Hymes D. H.: Harmondsworth, p. 276.
Johnson, K. and Morrow, K. (1981). Communication in the Classroom: Applications and Methods for a Communicative Approach. 1st ed. Longman, Inc. pp. 59–66.
Richards, J. and Rodgers, T. (2015). Approaches and methods in language teaching. 1st ed. Cambridge: Cambridge University Press, p. 54.
Vernon, S. (2003). ESL classroom activities for teens and adults. 1st ed. Oxford University Press, p. 18.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Olga Komar
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
Responsibility for technical content and for protection of proprietary material rests solely with the author(s) and their organizations and is not the responsibility of the publisher, journal or its Editorial Staff.
The main author is responsible for ensuring that the article has been seen and approved by all the other authors.
It is the responsibility of the author to obtain all necessary copyright release permissions for the use of any copyrighted materials in the manuscript prior to the submission.
