Modern methods of teaching foreign languages in the light of the requirements of the Federal State Educational Standard. Modern methods of teaching foreign languages in secondary school The specifics of modern methods of teaching foreign languages

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Coursework 42 pages, 25 sources.

Key words: teaching method, direct methods, transfer methods, mixed methods, natural method, Palmer method, audio? lingual method, audio? visual method, consciously? comparative method, consciously? practical method, communicative method, intensive methods, problem learning, modular training, project method.

Object of study: methods of teaching foreign languages

The purpose of the course work: to analyze the main modern methods of teaching foreign languages and determine their methodological value in terms of their effectiveness. To study the historical evolution of foreign language teaching methods throughout the 20th century and determine the main goals, objectives, principles, techniques and teaching aids for each methodological system. Specify theoretical basis individual methods, the scope of their application in the educational process.

Result of the study: conducted detailed analysis main methodological systems of teaching foreign languages. Their historical evolution during the 20th century is considered. The main goals, principles and means of teaching foreign languages for each teaching method are determined. The theoretical foundations of individual methodological systems are indicated, their advantages and disadvantages, the degree of efficiency of use in the modern educational process are highlighted.

Application area: studying proccess.

Introduction

1.1 The concept of teaching method

1.4 Natural method

1.5 Direct method

1.6 Palmer method

1.7 Audio-lingual method (Fries-Lado method)

2.1 Mixed method

2.2 Consciously - comparative method

2.3 Consciously - practical method

3 Modern methods teaching foreign languages

3.1 Communicative system-activity method

3.2 Intensive methods

3.3 Problem method

3.4 Modular learning

3.5 Design method

Conclusion

List of sources used

Introduction

In modern methodology, just like many years ago, the problem of finding and choosing the most effective and rational methods of teaching foreign languages that meet modern learning conditions and meet the requirements of modern education standards is still relevant and unresolved.

So what is the purpose of this thesis? conduct a detailed analysis of the main modern methodological systems of teaching foreign languages and determine their methodological value in terms of their effectiveness and efficiency in teaching foreign languages.

To do this, it seems appropriate to study the historical evolution of methodological systems for teaching foreign languages throughout the 20th century and determine the main goals, objectives, principles, techniques and teaching aids for each methodological system. It is also necessary to indicate the theoretical foundations of individual methodological systems, the scope of their application in the educational process, to highlight their features, advantages and disadvantages, the degree of effectiveness of their use in teaching foreign languages at the present stage.

This course work consists of three chapters. The first chapter presents the history of the development of methods for teaching foreign languages abroad, defines the concept of “teaching method”, and highlights the main features of the classification of methods for teaching foreign languages.

Knowledge of the history of foreign language teaching methods will help a novice teacher to navigate freely in the choice of teaching methods and techniques, rationally combine them in their work, consciously and creatively apply various teaching methods. To this end, the first chapter of the course work provides an overview of the main methods of teaching foreign languages, which have been developed and widely used abroad. For the further development of the domestic methodology, the analysis of foreign experience in the application of various methods of teaching foreign languages has great importance.

The second chapter of the course work is devoted to the development of domestic methods of teaching foreign languages. It describes the main methodological directions common in Soviet period; their principles, main content criteria are highlighted; their linguistic, methodological and psychological foundations are indicated; weak and strengths application in the educational process.

The third chapter presents a detailed analysis of modern methods of teaching foreign languages. The communicative system-activity and intensive methods of teaching, the method of projects, as well as problem-based and modular learning are considered. The methodological goals and objectives of each teaching method are formulated. The theoretical foundations of each method are determined, their principles and techniques are indicated, advantages and disadvantages are identified. The main methodological conditions that ensure the effectiveness of the learning process are also noted. Analysis and systematization of methods of teaching foreign languages presented in this term paper, can be useful in finding and choosing the most effective, “universal” teaching method.

1. History of the development of methods of teaching foreign languages abroad

Information about the study of foreign languages belongs to distant times: in the era of the flourishing of culture in Syria, ancient egypt, Greece, Rome, foreign languages were of practical and general educational importance due to the lively trade and cultural ties between these countries. Their role did not weaken also in the Middle Ages, as evidenced by the literary monuments of that time and lexical borrowings noted in the dictionaries of Western European languages. First Greek and then Latin were the main foreign languages taught in private and in schools. However, not a single foreign language throughout the history of the development of the culture of European countries has played such an exclusive role as Latin (for fifteen centuries). Only with the development of national languages in Western Europe, the Latin language loses its dominant role, remaining, however, in the general educational system of education for many years. Knowledge of Latin was the first sign of learning. Even at the beginning of the last century in Germany, dissertations were written and defended in Latin. To teach the Latin language, translation methods were used, which later had a significant impact on the methodology of teaching Western European languages - French, German and English.

The history of foreign language teaching methods knows numerous and varied attempts to find the most rational method of teaching foreign languages. The natural method, pursuing purely practical goals - teaching, first of all, the ability to speak and read a light text - for a long time satisfied the needs of a society in which the productive knowledge of a foreign language was the privilege of its upper strata.

With the emergence of schools and the introduction of a foreign language as a general educational subject, at first they also tried to teach the language by the natural method, but it was soon replaced by the translation method, which reigned supreme until the middle of the 19th century. Over the next hundred years, there was a constant struggle between supporters of natural, subsequently direct, and translation methods, and although modern methods of teaching foreign languages are largely different, the question of using the native language in teaching a foreign language or abandoning it is still of great importance. when establishing a methodological credo of one or another methodical school.

But before proceeding to the consideration of individual methods of teaching foreign languages and the history of their development, it is necessary to define the concept of “teaching method”, as well as highlight the main features of the classification of methods of teaching foreign languages.

1.1 The concept of teaching method

Teaching methods are one of the most important components of the educational process. Without the use of appropriate methods, it is impossible to achieve the goal, to realize the intended content, to fill learning with cognitive activity.

Along with the change in methods, the very concept of “teaching method” developed both in domestic science and in foreign theories of teaching and learning languages. Currently, this concept does not have an unambiguous designation in the scientific literature.

The term “method” in modern foreign literature can correspond not only to the term “method” (English), but also “approach” (English), denoting “approach”; some teacher guides do not use the term “method” at all, only discussing the “methodology” of teaching.

In the domestic foreign language methodology, the term “method”, in addition to denoting the entire system or the entire area of study, can denote individual elements of the system (the method of teaching phonetics or grammar, etc.), which often corresponds to the term “techniques” in the literature of other countries.

In modern science, the approach is approved, according to which teaching methods? This is an exceptionally complex, multi-aspect pedagogical phenomenon.

Method (from Greek tethodos - “research”) ? a way to achieve the goal, a certain way ordered activity; reception, method or mode of action; a set of techniques or operations of practical or theoretical mastering of reality, subordinate to the solution of a specific problem. There are many definitions of the term “method”. The teaching method is “a system of purposeful actions of the teacher that organizes the cognitive and practical activities of the student, ensuring the assimilation of the content of education and thereby achieving the goals of learning.” Teaching methods are “ways of interaction between a teacher and students aimed at solving a complex of educational tasks” .

In didactic guides early XIX century, the method was given the following definition: “Method is the art of a teacher to direct the thoughts of students in the right direction and organize work according to the planned plan.” Many scientists (I.P. Podlasy, V.I. Zagvyazinsky, N.V. Basova and others) believe that the method? main tool pedagogical activity. It is with its help that the product of education is produced, the interaction between the teacher and students is carried out.

In other words, the teaching method organically includes the teaching work of the teacher (teaching) and the organization of the educational and cognitive activity of students (teaching) in their relationship, as well as the specifics of their work to achieve the educational, developmental and educational goals of learning. Essential in these definitions is that, firstly, it is an activity, the purpose of which? individual training and the solution of educational problems, and secondly, it is always a joint activity of the teacher and the student. It follows that the basis of the concept of “teaching method” is the activity of the subjects of the educational process.

From the point of view of the leading role of the teacher, teaching methods can be assessed as ways of organizing the educational and cognitive activity of students and managing this activity. Emphasizing the cognitive orientation of existing methods, they can be defined as the ways in which students, under the guidance of a teacher, move from ignorance to knowledge, from incomplete and inaccurate knowledge to more complete and more accurate knowledge.

The appearance in the world theory and practice of teaching a foreign language of numerous methods and various names of methods leads to the need to distinguish them according to the most important components and features. In general, functioning in the XX century. methods may differ or coincide: in terms of general pedagogical and particular methodological goals and principles of teaching; on the ratio of native and foreign languages and the role of grammar in learning; on the organization of the language and speech material of the foreign language; on the organization of activities and the role of teachers and students in the educational process; on the use of various mental states of students and the degree of intensity of learning a foreign language; on the use of TCO and other features.

To the main features by which it is necessary to distinguish groups of methods at the end of the 20th century. can include the following:

the presence or absence of the native language when teaching a foreign language; typical names of the methods of this group: direct, transfer, mixed;

the correlation of foreign language practice and language theory: typical names of methods: practical, consciously practical, consciously comparative (where the study of grammar and theory in general plays a big role);

the use or non-use of special mental states of students mastering a foreign language (the state of sleep, relaxation, the effects of auto-training, etc.); typical method names: alternative (or intensive, suggestive, etc.) and traditional (usual).

In addition to the indicated features of the system (methods) of teaching foreign languages, they differ in the general ways of organizing the entire educational process, which can be dominated by either the teacher’s control activity (managed learning - other-directed learning), or, accordingly, the activities of the students themselves (self-directed learning of a foreign language? self-directed learning).

Based on the listed features, the following methods are distinguished in works on the history of the technique:

1) translation methods (grammar-translation and lexical-translation);

2) direct and natural methods and their modifications;

3) mixed methods;

4) consciously-comparative and consciously-practical methods;

5) the modern method of teaching is defined as a communicative system-activity method of teaching foreign languages.

Having characterized the use of the term “teaching method” and highlighting the main features of the classification of methods of teaching foreign languages, we will consider the historical evolution of methodological systems, including the main goals, principles and means of teaching foreign languages; Let us also point out the theoretical foundations on which methodological systems were built in different countries and conditions of the educational process.

1.2 Grammar-translation, or synthetic method

The basis of this method is the study of grammar. Phonetics did not exist as an aspect, vocabulary was studied haphazardly, as illustrations for grammatical rules. The main means of teaching the language was literal translation. The grammar of the new Western European languages was artificially adjusted to the system of the Latin language. Foreign language teaching was aimed at developing logical thinking, training of mental abilities. Language was learned in a formal, semi-conscious, semi-mechanical way. All material (rules and examples to them) was learned by heart, without preliminary analytical work, which ensures understanding of the material. Preference was given to the form to the detriment of the content, which led to a distortion of the meaning and violation of the norms of the native language, for example: "I have one kind mother." Representatives of the grammar-translation method were Margot (France), Nurok, Ollendorf (England), Meidinger (Germany).

Despite the scholastic nature, the grammar-translation method gave positive results in the understanding of the read and in the translation of a foreign text. It was widely distributed in Germany and in tsarist Russia, where it was the main, officially accepted, method in educational institutions up to the Great October revolution. Its roots go back to the Middle Ages, its heyday dates back to the 18th-19th centuries. The use of this method for such a long period is explained by the traditions inherited from Latin schools, formal learning goals that lead away from reality and from the living language, and the ability to use poorly qualified teachers.

1.3 Lexico-translation, or analytical method

The method was applied in different countries of Europe (England, France, Switzerland). In Russia, he found less distribution than the grammar-translation. The focus of this method was vocabulary. Vocabulary was created by memorizing original works. A literal line-by-line translation was used. Grammar was relegated to the background and studied haphazardly as a commentary on the text. The lexical-translational method pursued mainly general educational goals and ensured the development of reading and translation skills. Representatives of the lexical-translational method are Chauvanne (Switzerland), Jakoto (France) and Hamilton (England).

Alexander Chauvanne (1731-1800) emphasized the general educational role of learning foreign languages. To study foreign languages, in his opinion, should be after students master their native language and other subjects related to their future profession. He proposed a comparative study of foreign and native languages. The abstract study of grammar gave way to an analysis of linguistic phenomena, which was carried out on original texts. The main attention was paid to the accumulation of vocabulary, after which grammar was studied.

James Hamilton (1769--1831) also based his teaching on the original text and its literal line-by-line translation. The text was read many times by the teacher, the students, with a literal and adequate translation, with the analysis of individual phrases, with numerous repetitions by the students following the teacher in chorus and individually. Observations on grammar followed reading: the meanings of the members of the sentence and the forms of their expression were determined. Later, translation from the native language into a foreign one was introduced; the training ended with the development of oral speech skills.

Jean Joseph Jacoteau (1770-1840) in his pedagogy proceeded from the fact that any person can achieve what he wants, as he has sufficient natural data for this, in particular, everyone can learn everything. He believed that each original text contains all those linguistic facts, having learned which, one can understand any other text and language in general. Jakoto recommends memorizing first one foreign text, provided with a translation, and then, when reading subsequent texts, compare the new material with what has already been studied. From the point of view of psychology, Jacotot's method is based on the law of creating analogies. The pedagogical learning process consisted of three stages: mnemonic (memorization of the sample); analytical (analysis of what has been memorized); synthetic (application of what has been learned to new material). The text was memorized by heart along with the translation carried out in parallel. To consolidate knowledge and develop skills, oral and written exercises were performed: telling what was read, imitation, commenting on certain places in the text, etc.

The lexical-translation method was more progressive in comparison with the grammar-translation method due to the use of literary texts that reflected the norm of the language being studied, and the absence of a scholastic study of grammar.

1.4 Natural method

In the 70s years XIX century there are serious economic changes in the countries of Western Europe. The development of capitalist relations, accompanied by a struggle for markets and raw materials, demanded that fairly wide sections of society speak foreign languages. In this regard, the social order of society to the school in relation to teaching foreign languages is changing. The methods then in use did not meet these requirements. Pedagogical science was not prepared either. In this regard, a new direction in the methodology of teaching foreign languages was first developed by practitioners and some methodologists without sufficient scientific justification. This new method called "natural".

The essence of the natural method was to create the same conditions and apply the same method when teaching a foreign language as in the natural assimilation of the native language by a child. Hence the name of the method: natural, or natural. The most prominent representatives of this method were M. Berlitz, F. Gouin, M. Walter and others.

The main goal of learning with the natural method is to teach students to speak a foreign language. Proponents of this method proceeded from the premise that, having learned to speak, students will be able to read and write in the target language, even without being taught the technique of reading and writing. They developed, mainly, the methodology of the initial stage and taught students mainly everyday language, pursuing exclusively practical goals.

M. Berlitz is known in the history of teaching foreign languages as the creator of courses for adults, as the author of textbooks on the study of European and some Oriental languages. His method was purely practical. Berlitz's textbooks in different languages were built on the same material and on the same model. Berlitz put forward the following as methodological provisions:

1. Perception of linguistic material should be direct, not translated: the student associates a foreign word with an object or action, and not with a word in his native language; grammatical concepts are perceived intuitively, from the context, and not by comparison with known forms of the native language.

Consolidation of the material occurs by imitation of the teacher with the maximum use of analogy.

The native language is completely excluded from teaching.

The meaning of a new linguistic phenomenon is revealed with the help of various visual aids.

All new language material is introduced orally.

The most expedient form of work is a dialogue between the teacher and students.

Berlitz motivates the exclusion of the native language by the fact that translation does not provide an opportunity to develop a sense of language, always bears the imprint of artificiality. The oral introduction of new material is due to the fact that students must hear good pronunciation and have the right role model in front of them. The lesson according to the Berlitz method included the following stages: explanation of new vocabulary with the help of visualization; teacher's conversation with the audience; description of paintings by students; reading a well-developed topic from the textbook and a final conversation.

François Gouin (1831-1898), like M. Berlitz, was a representative of the natural method. It is known in the methodology of teaching foreign languages due to the use of internal visibility, which allows, on the basis of sensory experience, to connect individual phenomena and actions into a continuous chain. Observing the play of children aged 2-5 years, Gouin came to the conclusion that the basis of teaching the native language is the need to accompany one's activities with statements in a logical-chronological sequence. From here, F. Guen concludes that the process of mastering a foreign language should be similar. Proceeding from this, he puts forward the following main provisions of his method: natural language learning is based on a person's need to express his feelings; teaching should be based not on a word, but on a sentence; the most reliable and effective is auditory perception, as a result of which the primary and main means of teaching a language should be oral speech, and not reading and writing.

M. Walter was a prominent representative of the natural method. He connected the teaching of a foreign language with the active activity of students, attaching great importance to the sensual side of the perception of the surrounding world.

In accordance with this, he tried to bring learning closer to familiarizing students with the country of the language being studied. If at the initial stage, mastering the material of the language was based on actions and comments on them, then at the advanced stages, students acted out scenes, portrayed certain characters.

It should be noted that M. Walter was the first to systematize exercises in groupings as a means for memorizing vocabulary. So, he suggested grouping words according to the principle of synonyms and antonyms, according to the thematic principle, single-root words. The basis for memorizing words was the creation of associations, as proposed by associative psychology, which insisted that the strength of memorization increases when relying on associations.

Concluding a brief review of the foundations of the natural method, it should be noted that, although it did not have sufficient scientific justification, it contributed quite a lot to the methodology of what has remained in it to this day. First of all, it should be noted that the representatives of the natural method proposed a system of non-translational semantization of vocabulary: showing an object, its image, demonstrating an action using facial expressions; revealing the meaning of words with the help of synonyms, antonyms or definitions; revealing the value using the context. All these methods of semantization have survived many methodological trends and have become part of our methodology. Of course, the modern methodology uses various kinds of groupings proposed by M. Walter as one of the possible ways to systematize vocabulary, primarily by thematic principle. All this allows us to assert that the legacy of the natural method has not disappeared.

1.5 Direct method

The direct method arose on the basis of the natural method. He received such a name because his supporters sought to associate the words of a foreign language and its grammatical forms directly (directly) with their meaning, bypassing the native language of the students. Psychologists and linguists - V. Fietor, P. Passy, G. Sweet, O. Jespersen, B. Eggert and others, as well as methodologists S. Schweitzer, G. Wendt, E. Simono and others took part in the development of the direct method. Representatives of the direct method set themselves the goal of teaching students the practical knowledge of a foreign language. Since translation methods, the antipode of which was the direct method, brought to the fore educational goals, linking them with the need to teach how to read the text, then practical knowledge a foreign language was first identified with the opposite task - to teach students oral speech.

The methodological principles of teaching by the direct method are as follows.

The basis of learning is oral speech, since any language is inherently sound.

Exclusion of native language and translation.

Particular importance was attached to phonetics and pronunciation, since mastering the sound side of speech is an indispensable condition for oral communication.

4. Learning a word only in context, i.e., as part of sentences.

5. Learning grammar based on induction.

A somewhat different position was taken by the prominent linguist G. Sweet. Sharing the views of other representatives of the direct method on the practical purpose of teaching, he believed that the way to this in school conditions lies through the study of texts that reflect the living spoken language? basis for teaching oral speech. This author owns the requirements for texts. These included the following:

1) texts should be varied and contain significant repetition of language material, which contributes to memorization;

2) texts should be on a variety of topics;

4) texts should be selected taking into account the gradual complication of difficulties.

The lesson according to the direct method was built as follows: the teacher named the objects in the picture and repeated them by the students, then questions and answers, description of the pictures and lexical exercises. Everything ends with a retelling, a dialogue based on the studied material. If the text was taken as a basis, then at first it was read three times by the teacher and the words were explained, then exercises were done, and only after that the text was read in transcription and traditional spelling.

An analysis of the materials shows that the direct method was not a homogeneous methodological trend in the West. We find different methods in different authors. At the same time, there are common features: rejection of the native language, attention to the sound image, inductive study of grammar, study of vocabulary in a sentence, and finally, ignoring the thinking of students in teaching and relying solely on memory and sensory perception.

In contrast to the direct orthodox method common in the West, in our country it has taken on a slightly different form. The direct method began to spread more widely in Russia in the early 90s of the XIX century. However, even before the First World War there were many teachers who recognized the old textual-translational method.

The spread of the direct method in Russia has collided with the tradition of considering the positive impact of learning a foreign language on mastery of the native language. In this regard, even among the ardent supporters of the direct method, we find the assumption of the native language, which is absolutely excluded in the Western version of the direct method. A number of methodologists have criticized the direct method for eliminating the native language at the initial stage of training.

If in pre-revolutionary Russia there were still adherents of the direct orthodox method, then in the 20s of the 20th century all Methodists who professed the direct method, and it was then dominant, finally determined the features of using the direct method in Russia. First, the methodologists of this period are characterized by a much greater use of their native language as a means of semantization and control of understanding. Secondly, in Russian conditions, comparison with the native language was allowed. Thirdly, methodologists noted that the use of the native language in the study of a foreign language is more used at the initial stage, and then it is more and more reduced.

The appearance of the “Russian version” of the direct method is due to two reasons. First, the main role was played by differences in Russian and Western European languages. The proximity of the latter to each other made it possible to build students' education without resorting to their native language. Compare: This is a book (a hand) and Das ist ein Вuch (eine Hand). In a Russian audience, this is impossible. Secondly, pedagogical traditions, starting with K.D. Ushinsky. These features in the tradition of teaching foreign languages also affected the further development of the methodology.

1.6 Palmer method

After the 1st World War there were attempts to modify the direct method. Harold Palmer (1877-1950), an English educator and methodologist, became a prominent representative of this trend.

G. Palmer is the author of more than 50 theoretical works, textbooks and manuals. The most valuable methodological provisions of Palmer are the rationalization of the pedagogical process and the systematization of educational material. The main goal of teaching a foreign language Palmer considered mastery of oral speech. His method is called the oral method. To master oral speech, Palmer suggested the following ways:

The division of linguistic difficulties into aspects (phonetic, spelling, etymological, semantic, syntactic).

Teaching oral speech in two areas: speaking and understanding.

The accumulation of passive material, and then the active reproduction of it.

The use of the following techniques for the semantization of words: visibility, translation, interpretation, context.

Accumulation of speech patterns by memorization.

Rational selection of vocabulary based on frequency, structural compatibility, expediency.

Selection of texts by topic, definition of the minimum vocabulary and types of reading.

The goal of education, which was put forward by G. Palmer, was reduced to practical fluency in all types of speech activity (oral speech, reading, writing). The first attempt to rationalize the learning process consisted in a clear division of the entire course of study into three main stages: elementary (1/2 years), intermediate (1–3 years), and advanced (1–3 years).

At the first stage, a subconscious listening comprehension, elements of speaking and mastering the basic language material are formed. At the intermediate stage, students acquire the ability to understand most of what is read and heard, as well as the ability to master 75% of the material characteristic of everyday life in oral and written speech, and the last stage, where independent work, is characterized by the improvement and deepening of skills in all types of speech activity.

He divided the initial period into three stages. During the first, students only listen to the speech and try to understand what was said based on visualization. In the second stage, students only briefly react to what they hear. Then comes the stage of semi-free reproduction, and the final stage involves free reproduction on limited material. All this was concretized in the work "Oral Method of Teaching Foreign Languages".

G. Palmer introduced a serious rationalization into the content of teaching a foreign language. First of all, he was one of the first to suggest selecting a dictionary based on a number of principles (linguistic and pedagogical). He recommended to select not words, but lexical units - ergons, understanding by them LE, phrases, service words. The selection was carried out according to the principles of frequency, structural compatibility, specificity, proportionality, expediency. This initiative was a significant step forward compared to the direct method, when vocabulary was not specially selected.

A notable rationalization was out of hay by G. Palmer and into teaching grammar. In his work “100 substitution tables”, he selected the most common basic types of sentences in the language and created substitution tables based on them. They were intended to help structure secondary structures based on the compatibility of ergons. As a result, students master big amount offers.

A certain rationalization was introduced in relation to exercises. Representatives of the direct method did not try to bring the exercises they use into a certain system. Palmer, on the other hand, proposed to build a system of exercises taking into account the following sequence of trainees' actions: perception, recognition, semi-free reproduction and free reproduction. Such an undertaking, of course, was a serious step forward in the theory of methodology.

An important attempt to rationalize the content of education was the principles of text selection. They differed from similar ones proposed by representatives of the direct method in that they were divided into requirements for content and requirements for the linguistic side of texts. The first included the following:

texts should be interesting and age-appropriate;

texts should contain only realities known to students;

3) preference should be given to plot texts, as they are more suitable for the development of oral speech.

The requirements for the language side of the text included the following:

1) texts should be built on a strictly selected dictionary and contain at the initial stage up to 90--95%, and at the final stage - up to 65--70% of the words of this dictionary;

2) when compiling texts, one should take into account not only the number of words, but also their meanings;

3) the text should contain unfamiliar words, the meaning of which can be guessed from the context;

4) texts for intensive reading (with analysis) should contain new material, and texts for extensive (home) reading - only already studied, and the latter should be easier than the first.

Thus, Palmer significantly rationalized the process of teaching foreign languages. He recognized, like the representatives of the direct method, that the study of a foreign language should be likened to the process of learning one's native language. G. Palmer contributed quite a lot to the methodology, which remains in it to this day. First of all, it should be noted the selection of vocabulary on the basis of not only linguistic, but also methodological criteria. The idea of substitution tables is the most widely used in teaching practice.

The ideas of G. Palmer had a significant impact on subsequent methodologists, including domestic ones. Oral introductory course according to Palmer was used in our schools in the 30s of the last century. He was also "revived" by A.P. Starkov, G.E. Zedel in the early 1960s. Thus, the ideas of G. Palmer largely influenced the development of methods for teaching foreign languages.

1.7 Audio - lingual method (Fries - Lado method)

In the late 50s - early 60s of the 20th century in the USA and abroad, the audio-lingual method, the creators of which were the American structural linguist Charles Freese (1887-1967) and methodologist Robert Lado, gained some popularity. This method was intended mainly for adult education. However, the ideas of this method had a significant impact on school methodology.

Learning a foreign language is inextricably linked with penetration into the culture of its people. Regardless of the ultimate goal, the basis of learning is oral speech. Preliminary oral mastery of the language provides further instruction in reading and writing.

The task of the initial stage of learning is to master the basics of the language, its sound system and structures that reflect various types of sentence construction. The material is selected on the basis of a comparison of the studied and native languages and the establishment of a typology of difficulties, however, no comparison is made during the learning process. The native language and translation are excluded from the learning process due to the mismatch of both words and concepts in different languages.

Productive and receptive types of speech differ and, accordingly, a scientific selection of linguistic material is made. For receptive assimilation, structures are selected according to the principle of frequency, for productive assimilation - on the basis of usage, typicality and the exclusion of synonyms. The object of study is the sentence as the minimum unit of oral communication. Neither vocabulary nor grammar is studied in isolation. The material is assimilated as a result of imitation, repeated repetition, formations by analogy, memorization. Most of the study time (80--85%) is devoted to the practice of the language. Translation is taught after students have mastered the language.

In this methodological direction, the technology of working on sample sentences (basic sentences key examples) has been developed in the most detail, which corresponds to the concept of “speech sample” in the domestic methodology. L. Lado proposed the following stages in mastering structures: 1) memorization by imitation; 2) a conscious choice of a new model in its opposition to already known ones; 3) practice in training models; 4) free use of the model.

A significant place in the work on structures was given to different kind substitutions. So, R. Lado distinguished the following types of substitutions:

1) simple substitution, in which the teacher indicates the substitution element; 2) simple substitution of different elements of the model; 3) substitution of one element, requiring a change in the form of another element; 4) simultaneous substitution of several elements of the model. In addition, the following exercises were recommended for working on models: transformation of models, question-answer exercises, completion of sentences started by the teacher, expansion and connection of models.

The work on the dictionary turned out to be much less developed, since the vocabulary was considered, first of all, as an illustrative material. Lado distinguished groups of words according to their difficulty depending on their coincidence with the words of their native language, i.e. according to modern technology, he proposed a peculiar methodological typology of vocabulary. So, he divided all significant words into three groups.

The first group included light words, i.e. similar in form, meaning and distribution to the words of the native language. The second group consisted of words of ordinary difficulty, i.e. those that have no analogy in the native language in form (sound). The third group includes difficult words that differ in special cases of use.

All words must go through the following successive stages for assimilation: listening in isolation and in a sentence, pronunciation by students, revealing the meaning with the help of visualization, training in the use of the word.

This methodological direction has introduced a lot of new things into the methodology, namely, first of all, into the work on teaching oral speech based on speech patterns that reflect the models identified by structural linguistics. No less important was the special attention to familiarization with the culture of the country of the language being studied, carried out in conjunction with mastering the linguistic side of the language. It should be noted, and the desire to complete a kind of methodological typology of vocabulary. Finally, the recognition of Ch. Friz and R. Lado was important in the fact that when preparing teaching materials it is necessary to take into account the difficulties arising from the characteristics of the native language. Freeze method? Lado is limited to only one aspect - oral speech; reading and writing are not developed in it. The audio-lingual method is a modification of the direct method.

1.8 Audio-Visual or Structural-Global Method

At about the same time that the audio-lingual method was taking shape in the United States, a methodological direction was developing in France, called the audio-visual method. The audio-visual, or structural-global, method was developed by the scientific and methodological center at pedagogical institute in Saint-Cloud and the Institute of Phonetics in Zagreb. A group of scientists led by well-known linguists P. Rivan (France) and P. Guberina (Yugoslavia), creatively applying the provisions of American structuralism and the work of French linguists J. Gougeneim and R. Mishea on syntax French, created an oral method of teaching French to foreigners. This method has also found distribution in England, Canada, Turkey, Mexico, Poland. It is mainly used in foreign language courses. The language is studied by this method for 3-3.5 months with 20 hours of classes per week.

As the main goal of the method, you moved the teaching of oral colloquial speech. The objective of the method is to include learners in everyday communication, during which the spoken language is used. Reading and writing are considered as a graphic representation of oral speech, and therefore cannot be the basis of learning. All linguistic material is perceived for a long time only by ear, and is semantized almost exclusively on the basis of visual clarity with the help of modern technology. Let us turn to the consideration of the basic principles of the audio-visual method.

The basis of education is oral speech. Reading and writing are of secondary importance; in the choice and volume of material they are guided by oral speech.

The learning material is spoken language in the form of dialogues.

The perception of new material occurs by ear. Much attention is paid to the unity of the sound image (sounds, intonation, stress, rhythm).

Semantization occurs with the help of visual means. The native language is completely excluded from the learning process.

Language material is acquired on the basis of imitation, memorization and formations by analogy.

Learning takes place according to holistically (globally) perceived structures (hence the name of the method - structural-global).

Models are introduced in the form of comments to filmstrips. The screening of the filmstrip is accompanied by a tape recording.

The educational material reflects the topics of everyday life: acquaintance, travel, house, apartment, family, orientation on the street, etc.

The teaching principles outlined above suggest that, in fact, this method is no different from other non-straight lines. However, an examination of the content of the training shows that the authors used completely new approaches. Representatives of this methodological direction undertook for the first time the selection of linguistic material based on the analysis of a living language. In the end initial course students were offered excerpts from the works of French writers to familiarize them with the culture of France.

A major difference of this method was the widespread use of sound and visual clarity. Each dialogue practiced with the trainees corresponded to life situations in the sound and visual series. In addition, other possibilities of visual-sound visibility were used.

Let us turn to the consideration of the methodological techniques used by representatives of this direction. Classroom studies, according to the authors of the method, are divided into four stages: presentation of the material, explanation, repetition and consolidation, or activation of the material.

The presentation begins with the creation of a focus of thought among the students by showing a filmstrip dedicated to the topic of the lesson, accompanied by 2 - 3 phrases. This is followed by the perception of phrases by ear, which are then reinforced by separate frames of the filmstrip.

The explanation of the material is peculiar: the teacher, with the help of questions, reveals the correct perception of sounds and structures. In the event that a misunderstanding is revealed, the teacher turns to visualization.

The next stage is devoted to the repetition of the explained material. Each student repeats the sentence while looking at the frame of the filmstrip. Then he checks his playback against the recording on the tape recorder. In other words, this stage is learning.

After the break, the final stage of work on the studied material begins - the activation of the past. This stage begins with the comments of the filmstrip without sound accompaniment. The tape recording is then listened to. After that, the trainees vary the studied structures, replacing its individual elements. This completes the class session. Students continue to learn structures in the course of laboratory classes, in particular, the variation of structures continues, their reproduction. The whole cycle of classes ends with a conversation within the topic under study.

Thus, the entire mastery of the structure is based on learning by heart, variation based on the widespread use of a variety of visualization with the use of modern sound and visual means.

Representatives of this methodological direction did not put forward new original methodological principles, since the provisions of the direct method and the audio-lingual method were repeated. Despite this, the audio-visual method has made a rather valuable contribution to the methodology. First of all, it should be noted for the first time the definition of language material for study as a result of the analysis of a living language. This approach is important for teaching live communication. Equally important is the widest use of modern technology. It is especially important to accompany the studied dialogues with situations that reflect the real life of the country of the language being studied, its features, customs, and culture. Such use of visualization undoubtedly increases the effectiveness of teaching intercultural communication. The most rational in the audio-visual method are the methods of developing auditory perception and auditory memory, the active development of strictly selected models, the training of intonational speech patterns.

The disadvantages of the audiovisual method are: the students' lack of an accurate understanding of the studied linguistic facts and the resulting difficulties in operating with them; not the strength of mechanical associations and the destruction of stereotypes with insufficient practice and breaks in work; underestimation of reading and writing; narrowly practical orientation of the work, and the absence of general educational elements.

Based on the methodological directions discussed in this chapter, the following conclusions can be drawn. In comparison with the methods of the classical school? grammar-translation and lexical-translation? natural and direct methods were a progressive phenomenon. They gave positive results due to the rationalization of the educational material, an intensive educational process, the use of visual aids and active methods learning. Positive in natural and direct methods is the creation of a base for the study of living Western European languages; development of oral speech skills based on the correct sound design; creation of a system of monolingual oral exercises; development of various techniques and means of activating the educational process.

The disadvantages of natural and direct methods include: identification of ways of learning foreign and native languages; misuse of intuition to the detriment of conscious study; ignoring the native language when learning a foreign one; complete denial of the role of grammar for language learning, or assigning it the same role as in the study of the native language; limitation to narrowly practical goals and underestimation of the general educational value; simplification and impoverishment of the language as a result of the exclusion of idioms, phraseology, stylistic features of the use of language material.

2. Development of domestic methods of teaching foreign languages

The Soviet method of teaching foreign languages of the pre-war period, as in other countries, was characterized by a constant struggle between two main approaches. One of them is consciously comparative, focused primarily on the analytical activity of students over the text, on the transition from consciously learned rules to the formation of speech skills and abilities on their basis, on the widespread use of the native language as a support in mastering a foreign language.

Another approach is associated with the spread in the first half of the 20th century. various modifications of the direct method; this approach was focused on the unconscious assimilation of skills and abilities in the course of speech practice, the rejection of the use of language rules (or their introduction already at the last stage as a way of systematizing and generalizing previously formed skills and abilities), the development of oral speech, the rejection of the use of the native language in as a support for learning.

Already in the 30s. attempts were made to synthesize both approaches within the framework of the so-called combined, or mixed, method, the most prominent representatives of which were I.A. Georgian and A. A. Lyubarskaya. This method, on the one hand, assumed an oral introductory course, the rejection of the use of rules and the lack of reliance on the native language at the initial stage of mastering a foreign language (ideas of the direct method), and on the other hand, it allowed the use of translation, text analysis, comparison with the native language in advanced stages of learning (the ideas of the conscious-comparative method). The well-known eclecticism of the mixed method led to the fact that in the mid-30s. A number of prominent Soviet psychologists and methodologists tried to formulate a holistic concept of the process of mastering a non-native language through the initial awareness of the language system with further formation of spontaneous and unconscious speech skills and abilities based on such awareness. It was in this direction that, in particular, L. S. Vygotsky worked; similar ideas were developed by L.V. Shcherba and especially S.I. Bernstein.

The psychological aspect of the use of multimedia tools. Formation of oral and written speech skills of students. The process of development of foreign language lexical skills. The use of multimedia teaching aids in English lessons in elementary school.

thesis, added 07/29/2017

The problem of learning in the scientific and methodological literature. Comparative analysis of the grammatical category of the voice of the English and Uzbek languages. The current state of work on teaching the passive voice of the English language in secondary schools.

thesis, added 12/23/2013

Consideration of the problem of teaching foreign languages in the XXI century. Characteristics of interactive teaching methods. Comparative analysis of two methods - traditional and interactive. Features of application of methods of projects, case, cluster, "brainstorming".

term paper, added 08/06/2015

Formation of national languages. The study of individual Germanic languages. General characteristics Germanic languages. Comparison of the words of the Germanic languages with the words of other Indo-European languages. Features of the morphological system of the ancient Germanic languages.

abstract, added 08/20/2011

Comparison of various ancient and modern languages. The position of general linguistics. The subordination of the elements of language to the laws of general analogy. Simplification of the study of foreign languages as the main goal of creating an encyclopedia of all languages. Experience in the analysis of the Mexican language.

abstract, added 07/04/2009

The use of technical means to intensify the educational process and to provide important components of the teaching methodology. Introduction of new information technologies in the process of learning foreign languages. Teaching experiment.

thesis, added 07/23/2006

The great opportunities that knowledge of foreign languages opens up for everyone. The reasons why you need to learn English, the use of the language in the fields of culture, economics, business, education, politics, leisure. Modern methods of teaching English.

abstract, added 09/19/2009

Study of the role of learning foreign languages in the development of international tourism and intercultural communications. The history of the creation of the world's first artificial language Esperanto by the Warsaw ophthalmologist Ludwig Zamenhof; its popularity in the 20th century.

Information about the study of foreign languages dates back to remote times: in the era of the flourishing of culture in Syria, ancient Egypt, Greece, Rome, foreign languages were of practical and general educational importance due to the lively trade and cultural ties between these countries. Their role did not weaken also in the Middle Ages, as evidenced by the literary monuments of that time and lexical borrowings noted in the dictionaries of Western European languages. First Greek and then Latin were the main foreign languages taught in private and in schools. However, not a single foreign language throughout the history of the development of the culture of European countries has played such an exclusive role as Latin (for fifteen centuries). Only with the development of national languages in Western Europe, the Latin language loses its dominant role, remaining, however, in the general educational system of education for many years. The meaning of Latin was the first mark of learning. Even at the beginning of the last century in Germany, dissertations were written and defended in Latin. Translation methods were used to teach Latin, which subsequently had a significant impact on the teaching methods of Western European languages - French, German and English.

The history of methods of teaching foreign languages has been most fully researched and described by IV Rakhmanov. The history of the methodology was studied by K. A. Ganshina, I. A. Gruzinskaya, F. Aronstein, V. E. Raushenbakh. Separate sections of the history of methods are described in the works of Z.M. Tsvetkova, S.K. Folomkina, N. I. Gez, Yu. A. Zhluktenko, R. A. Kuznetsova.

The classification of methods of teaching foreign languages is a complex issue, since their names were based on a variety of features. Depending on which aspect prevails in teaching, the method is called lexical or grammatical; what logical categories are basic, - synthetic or analytical. In accordance with the fact that the development of the skill itself is the goal of learning, there are oral method I, the method of reading, according to the method of semantization of the material, direct methods were also translated. The name of the method is determined by the technique underlying the work on the language, for example, audiovisual, visual. According to the principle of organizing the material, the traditional method is opposed to the method of programmed learning. There are also methods that got their name from their authors - the methods of Berlitz, Gouin, Palmer, West, Friz, Lado, Lozanov, etc. Of the many methods known in the literature, however, two main directions in teaching foreign languages can be distinguished - conscious and intuitive, the name of which reflects their connection with the mental processes of language acquisition.

The history of foreign language teaching methods knows numerous and varied attempts to find the most rational method of teaching foreign languages. The most ancient was the natural method, which was no different from the method by which a child is taught his native language. A foreign language was mastered by imitation of ready-made samples, by repeated repetition and reproduction of new material by analogy with the studied one. The natural method, pursuing purely practical goals - teaching, above all, the ability to speak and read a light text - for a long time satisfied the needs of a society in which the productive knowledge of a foreign language was the privilege of its upper strata.

Over the next hundred years, there was a constant struggle between supporters of natural, subsequently direct, and translation methods, and, although temporary methods of teaching foreign languages are largely now, the question of using the native language in teaching a foreign language or abandoning it is still of great importance. when establishing the methodological credo of one methodological school or another.

Each method, under certain conditions, has an objective value.

Direct methods are best used in small groups, in a multilingual or monolingual audience, if the teacher does not speak the language of the students, teach oral language proficiency within a limited topic.

Comparative methods can only be used in a monolingual classroom, when the teacher speaks the native language of the students and when general educational and practical goals are set, especially in terms of receptive language acquisition. Mixed methods are also used depending on the goals and specific conditions of teaching a foreign language.

Knowledge of the history of the methodology of teaching foreign languages will help the novice teacher to navigate freely in the choice of teaching methods, rationally combine them in their work, consciously and creatively apply them in their work.

To this end, below is a brief overview of some of the methods of teaching foreign languages, arranged here in chronological order.

Ratikhiya method. The German educator Wolfgang Ratich (Ratich, 1571-1635) put forward the principle of conscious teaching of the Latin language. Language material was not to be memorized mechanically: "Memory should be trusted only with what reaches it through the channel of understanding." Translation was used as the main means of semantization, due to which the role of the native language increased. The study of grammar was subordinated to reading, the formal analysis of the text followed the semantic one. The grammar of the foreign language was compared with the grammar of the native language. The analysis of the text in comparison with the native language was widely used.

Comenius method. Ratikhia's contemporary, the Czech teacher Jan Amos Comenius (1592--1670) proposed the principles of visualization in the semantization of vocabulary and the activity of students in the lesson. The main attention of students was paid to establishing direct associations between a word in a foreign language and an object. Comenius recommended that, when communicating new material, go from the easy to the difficult, from the simple to the complex, from the known to the unknown.

Grammar-translation or synthetic method. The basis of this method is the study of grammar. The main means of teaching the language was literal translation. The grammar of the new Western European languages was artificially adjusted to the system of the Latin language. Teaching a foreign language was aimed at developing logical thinking, training mental abilities. Language was learned in a formal, semi-conscious, semi-mechanical way. All material (rules and examples to them) was learned by heart, without preliminary analytical work, which ensures understanding of the material.

Lexico-translational, or analytical method. The method was applied in different countries of Europe (England, France, Switzerland). The focus of this method was vocabulary. Vocabulary was created by memorizing original works. Grammar was relegated to the background and studied haphazardly as a commentary on the text. The lexical-translational method pursued mainly general educational goals and ensured the development of reading skills and translations. Representatives of the lexical-translational method are Chauvanne (Switzerland), Jacoteau (France) and Hamilton (England).

natural method. The essence of the natural method was to create the same conditions and apply the same method when teaching a foreign language as in the natural assimilation of the native language by a child. Hence the name of the method: natural, or natural. The most prominent representatives of this method were M. Berlitz, F. Gouin, M. Walter and others. The most popular among them is M. Berlitz, whose courses and textbooks were distributed in Europe and the USA and for some time in Russia and the USSR. The main goal of learning with the natural method is to teach students to speak a foreign language. Proponents of this method proceeded from the premise that, having learned to speak, students can read and write in the target language, even without being taught the technique of reading and writing.

Gouin method. Francois Gouin (Francois Gouin, 1831 - 1898), just like M. Berlitz, was a representative of the natural method. It is known in the methodology of teaching foreign languages due to the use of internal visibility, which allows, on the basis of sensory experience, to connect individual phenomena and actions into a continuous chain. Observing the game of children aged 2-5 years, Guen came to the idea that the basis of teaching the native language is the need to accompany one's activities with statements in a logical-chronological sequence. From here, F. Guen concludes that the process of mastering a foreign language should be similar. Proceeding from this, he puts forward the following main provisions of his method: natural language learning is based on a person's need to express his feelings; teaching should be based not on a word, but on a sentence; the most reliable and effective is auditory perception, as a result of which the primary and main means of teaching a language should be oral speech, and not reading and writing.

Berlitz and Gouin played a positive role in the reform of the teaching of foreign languages. Breaking with verbal-scholastic methods, they put oral speech as the basis for teaching foreign languages, attached great importance to the development of auditory perception, and introduced oral study of the material before reading and writing. However, they did not have sufficient theoretical training and were supporters of the narrowly practical study of a foreign language. They did not teach a living, idiomatic language, did not provide knowledge of the grammatical system of the language being studied, did not recognize the general educational significance of the language.

direct method. He received such a name because his supporters sought to associate the words of a foreign language and its grammatical forms directly (directly) with their meaning, bypassing the native language of the students. Psychologists and linguists - V. Fietor, P. Passy, G. Suit, O. Jespersen, B. Eggert and others, as well as methodologists S. Schweitzer, took part in the development of the direct method. G. Wendt, E. Simono and others.

The main provisions of the direct method are as follows: teaching foreign languages should be based on the same physiological and psychological patterns as when teaching a native language; the main role in language activity is played by memory and sensations, and not by thinking.

The whole process of learning by this method comes down to creating an atmosphere of a foreign language. The lesson turns into a theatrical performance, where each student plays his role, and the teacher becomes a director and playwright. The most prominent representatives of the direct method are Harold Palmer and Michael West. Soviet methodology, while not accepting the reactionary, chauvinistic views of G. Palmer and M. West in the field of propaganda of the English language in the East as the only desirable "common" language, pays tribute to their methodological heritage.

Palmer method. English teacher and methodologist Harold Palmer (Palmer, 1877 - 1950) - the author of more than 50 theoretical works, textbooks and teaching aids. The most valuable methodological provisions of Palmer are the rationalization of the pedagogical process and the systematization of educational material.

The main goal of teaching a foreign language, Palmer considered mastery of oral speech. Its method is called by oral method.

Of greatest interest in the Palmer method is the system of exercises for creating the correct skills of oral speech, which is divided into the following types: purely receptive work (subconscious understanding, conscious oral assimilation, training in following orders, monosyllabic answers to general questions); receptive-imitative work (repetition of sounds, words and sentences after the teacher); conditional conversation (questions and answers, orders and answers, completion of sentences); natural conversation.

West method. English teacher and methodologist Michael West (West, 1886) is the author of about 100 works on teaching reading, speaking, and compiling educational dictionaries. West is a famous exponent of the direct method. In his methodology, he proceeds from a specific target setting to teach in the shortest possible time to read to himself and understand a book in the language being studied, due to which his method is known as the method of reading. West's goal setting follows from the following provisions: the need for reading in a foreign language is much higher than the need for oral speech; the development of a sense of language and the accumulation of vocabulary and structural baggage through reading prevent errors caused by the influence of the native language and create the basis for further active mastery of a foreign language; the development of interest in learning a foreign language is possible by creating the skill of reading, as it makes it easier to feel your progress.

Reading according to the West method is not only a goal, but also a means of learning, especially at the initial stage: it allows you to accumulate a dictionary and thus create a basis for developing reading and speaking skills. West's main merit is that he created a series of textbooks, which are texts compiled on previously selected lexical units, taking into account the gradual introduction of new words and their repetition (one unfamiliar word introduced into 50 known ones appears at least three times in a paragraph perhaps more often in the rest of the lesson). Choosing vocabulary, West was guided by the principles of frequency, difficulty or ease of remembering and eliminating synonyms. When selecting texts for reading, West was guided by their plot, entertaining, age-appropriate, level of knowledge and interests of students. Semantization was carried out mainly through visualization and, in exceptional cases, through translation.

In comparison with the methods of the classical school, the direct method was a progressive phenomenon. He gave positive results due to the rationalization of the educational material, an intensive educational process, the use of visual aids and active teaching methods. Positive in the direct method is the creation of a base for the study of living Western European languages; development of oral speech skills based on the correct sound design; creation of a system of monolingual oral exercises; development of various techniques and means of activating the educational process.

The disadvantages of the direct method include: identification of the ways of studying foreign and native languages; misuse of intuition to the detriment of conscious study; ignoring the native language when learning a foreign one; limitation to narrowly practical goals and underestimation of the general educational value; simplification and impoverishment of the language as a result of the exclusion of idioms, phraseology, stylistic features of the use of language material.

Bloomfield method. One of the modern variants of the direct method is the Bloomfield method. L. Bloomfield (Bloomfield, 1887 - 1949) is a well-known American linguist who has had a significant impact on the current state of teaching foreign languages in the United States and in other countries. Bloomfield's concept is as follows: teaching a foreign language has practical goals - the ability to speak and understand speech; learning takes place on an oral basis and with oral anticipation, by creating associations; great importance is attached to imitation and memorization; purposeful work is carried out to develop auditory perception and auditory memory.

The provisions expressed by L. Bloomfield on the main issues of the methodology of teaching foreign languages testify to the following: teaching a foreign language according to the method of L. Bloomfield is utilitarian in nature; practical mastery of the language is limited to oral speech, learning to read is optional; the method is based on the direct perception of linguistic phenomena, on the imitation of ready-made samples without their theoretical understanding and regardless of the language experience acquired by students in their native language: L. Bloomfield's method illustrates a return to the natural method, when they taught from the voice (in this case, from the voice of the informant) and all learning was reduced to imitation and memorization.

Ch. Freese method, R. Lado. American structuralist linguist Charles Fries (Fries, 1887 - 1967) and Methodist Robert Lado (Lado) - authors of theoretical works and English textbooks for foreigners. Although their focus was on teaching foreign languages to adults, their concept had a significant impact on school methodology. The main principles of the Frieze-Lado method are as follows: the study of a foreign language is inextricably linked with the penetration into the culture of its people, since they are inseparable. Penetration into the culture of the people has not only educational, but purely practical significance. Regardless of the ultimate goal, the basis of learning is oral speech. Preliminary oral mastery of the language provides further learning to read and write, which are considered as a process of recognition and transmission in a graphic image of the material already learned orally. Since learning to read and write is different from learning to speak, they should not be mixed. As follows from the listed methodological principles, the method of Ch. Freese, R. Lado is limited to only one aspect - oral speech; reading and writing are not developed in it.

audiovisual method. The audiovisual, or structural-global, method was developed by the scientific and methodological center at the Pedagogical Institute in Saint-Cloud and the Institute of Phonetics in Zagreb. A group of scientists led by well-known linguists P. Rivan (France) and P. Guberina (Yugoslavia), creatively applying the provisions of American structuralism and the work of J. Gougeheim to the syntax of the French language, created an oral method of teaching French to foreigners. The method is designed for adults who need knowledge of French to listen to lectures in educational institutions in France and for business communication with the French. This method has also found distribution in England, Canada, Turkey, Mexico, Poland. It is mainly used in foreign language courses. The language is studied by this method for 3 - 3.5 months with 20 hours of classes per week (the entire course of study is 250 - 300 hours). The ultimate goal is to use a foreign language as a means of communication in the sowing life.

The most rational in the audiovisual method are the methods of developing auditory perception and auditory memory, the active development of strictly selected models, the training of intonational speech patterns.

The disadvantages of the audiovisual method are: the students' lack of an accurate understanding of the studied linguistic facts and the resulting difficulties in operating with them; the fragility of mechanical associations and the destruction of stereotypes with insufficient practice and breaks in work; underestimation of reading and writing; narrowly practical orientation of the work, and the absence of general educational elements.

Georgy Lozanov's method. The suggestive method (method of suggestion) by Georgy Lozanov is a modification of the direct method. This is a method of accelerated learning of a foreign language, designed for three months. The method was created at the Sofia Institute of Suggestology (Bulgaria) and was named after its creator, Dr. Georgy Lozanov. Georgy Lozanov - psychotherapist - by education. Numerous observations led him to the conclusion that the usual educational system does not give the opportunity to widely mobilize the reserves of the individual. This method is based on the development of the problems of suggestion in pedagogy, the so-called suggestopedia. In this form of experiential learning, much attention is paid to the connection of the educational process with the personal interests and motives of students. Suggestion and suggestibility in the process of classes are considered by G. Lozanov in his book "Suggestology" as various forms of teacher influence, in which the brain reserves, hidden reserves of mental activity are most actively used. Classes according to the method of G. Lozanov at first glance resemble a performance. Music is playing, students are sitting in a free, relaxed position, leaning back in comfortable chairs around a large table. Here, according to a pre-designed scenario, the roles are distributed. Situations from literary works are played out, famous cases from the history of the country, various scenes from modern life. Such an atmosphere involuntarily leads a person to the need for communication, first with the help of a teacher, and then independently. People make contact with each other. At first, with some difficulties, and then more and more freely, they begin to communicate in a foreign language. According to G. Lozanov, thanks to the use of reserves of involuntary memory, he managed to enter one month at a conversational level of about two thousand words, however, in the practice of school education, at least in modern conditions, it is not possible to provide at least some similar results, and the experience of G Lozanova is of interest so far only as a demonstration of human potential.

The most important task of the school at the present stage is the formation of full-fledged citizens of their country. And the solution to this problem largely determines what the matured schoolchildren will do, what profession they will choose, and where they will work.

School cannot give a person a store of knowledge for life. But she is able to give the student basic guidelines for basic knowledge. The school can and should develop the cognitive interests and abilities of the student, instill in him the key competencies necessary for further self-education.

Modernization of the content of education in Russia at the present stage of development of society is not least associated with innovation processes in the organization of teaching foreign languages. Priority direction The development of the modern school has become a humanistic orientation of education, in which the leading place is occupied by a personal approach. It involves taking into account the needs and interests of the student, the implementation of a differentiated approach to learning [10, p.2-3].

Today the focus is on the student, his personality, unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organization of students' educational activities that optimally correspond to the goal of personality development.

IN last years the question of the use of new information technologies in secondary school is increasingly being raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language [4, p.3-4].

Due to global changes in society, both in Russia and around the world, the role of a foreign language in the education system has also changed, and from a simple academic subject it has turned into a basic element. modern system education, as a means of achieving the professional realization of the individual.

The implementation of the new language policy is associated with the creation of a flexible system for choosing languages and conditions for their study, as well as a variable system of forms and teaching aids that reflect the current state of the theory and practice of teaching a subject.

The number of hours is increasing and the methodology of teaching a foreign language at school is changing.

In the curriculum elementary school the subject "Foreign language" was introduced, which legislates the trend of earlier teaching a foreign language. In accordance with this, the study of a foreign language begins from the second grade. 210 study hours are allocated for its study (2 hours per week from the second to the fourth grade). By decision of the School Council, if there are appropriate conditions, the hours for studying a foreign language can be increased at the expense of the regional / school / component.

In the basic curriculum, the basic course of study (grades 5-9) is allocated 3 hours a week, which is an acceptable minimum for a secondary school in relation to such an activity subject as a foreign language. But, what is essential, this minimum can be increased, if desired, at the expense of the school component.

At the level of selection of areas of communication for children of preschool and younger school age priority is given to the gaming sector. At the senior stage of education and, especially, in the conditions of in-depth study of a foreign language or the profile (humanitarian, technical) orientation of the school, the subject side of the content of education should reflect, along with others, the professional sphere of communication that is of interest to students.

For high school students, a foreign language should become a reliable means of introducing them to scientific and technological progress, a means of satisfying cognitive interests. Therefore, in the upper grades, it is natural to expand and deepen the subject at the expense of regional studies, general humanitarian or technical material, oriented towards the future specialty of students. It provides for familiarization with the elements of career guidance and retraining in the country of the language being studied, familiarization with the features of the chosen profession and the role of a foreign language in mastering professional skills.

Let's move on to the consideration of modern, innovative methods of teaching a foreign language, aimed at more effective personal development and adaptation (both social and professional) within today's society [5, p.16-17].

1.Multilateral method.

The modern multilateral method originates from the so-called "Cleveland Plan" developed in 1920. Its main principles:

- a foreign language cannot be memorized through rote memorization, because created individually by each. Thus, training exercises should be minimized in favor of spontaneous speech of trainees;
-language is culture, i.e. cultural knowledge is transmitted in the process of language learning through authentic language materials.

Each lesson should be built around a single focus, students in one lesson should learn one isolated unit of learning content.

Grammar, like the dictionary, is taught in measured portions in a strict logical sequence: each subsequent lesson should increase the already existing stock.
- all four types of speech activity must be present simultaneously in the learning process.
- educational material is presented by long dialogues followed by exercises in a question-answer form.

As a rule, the texts offered for studying this method give a good idea of the culture of the country of the language being studied. However, the role of the teacher limits the possibility of creative use of the studied material by students in situations of direct communication with each other.

2.Method of complete physical reaction.

This method is based on two main premises. First, on the fact that skills of perception of foreign oral speech must precede the development of all other skills, as occurs in young children.

Secondly, the language of the lesson is usually limited to concepts that describe the situation “here and now” and easily explainable examples in the language being studied. Learners should never be pushed into speaking until they themselves feel they are ready for it.

The method is not intended to teach reading and writing, and the language, to the extent that is acquired when teaching by this method, is not the natural language of everyday communication.

3. Natural method.

The purpose of training is to achieve an average level of foreign language proficiency by students. The teacher never draws students' attention to speech errors, as it is believed that this can slow down the development of speech skills. The early productive period begins from the moment when the passive vocabulary of students reaches about 500 vocabulary units.

From the point of view of pedagogy, the main components of an innovative approach to learning are activity approach. This approach is based on the idea that the functioning and development of the personality, as well as interpersonal relations of students, are mediated by the goals, content and objectives of socially significant activities.

4. Active learning.

Based on the fact that the student is increasingly faced with real life with the need to solve problematic situations. This method is aimed at organizing the development, self-organization, self-development of the individual. The basic principle is that the learner is the creator of his own knowledge. Active learning is, of course, a priority at the present stage of teaching a foreign language. After all, effective management of educational and cognitive activity is possible only when it is based on the active mental activity of students.

Teaching a foreign language at school using innovative technologies involves the introduction of a number of psychological approaches such as: cognitive, positive, emotional, motivational, optimistic, technological. All these approaches are addressed to the personality of the student.

5. Teaching a foreign language using the Internet.

The introduction of information and communication technologies in the learning process began not so long ago.

However, the pace of its spread is incredibly rapid. The use of Internet technologies in foreign language classes is an effective factor for the development of students' motivation. In most cases, children like to work with a computer. Since classes are held in an informal setting, students are given freedom of action, and some of them can “shine” their knowledge in the field of ICT.

The prospects for the use of Internet technologies today are quite wide. It could be:

-correspondence with residents of English-speaking countries via e-mail;
-participation in international Internet conferences, seminars and other network projects of this kind;
- creation and placement of sites and presentations on the network - they can be created jointly by the teacher and the student. In addition, it is possible to exchange presentations between teachers from different countries.

As pedagogical experience shows, the work on creating Internet resources is interesting for students for its novelty, relevance, and creativity. The organization of cognitive activity of students in small groups makes it possible for each child to show their activity.

To achieve the maximum effect, it is necessary to use a wide range of innovative, including, of course, a variety of media educational technologies in the learning process.

Forms of work with computer training programs in foreign language lessons include: learning vocabulary; practicing pronunciation; teaching dialogic and monologue speech; learning to write; development of grammatical phenomena.

The possibilities of using Internet resources are enormous. The global Internet creates the conditions for obtaining any information necessary for students and teachers, located anywhere the globe: regional studies material, news from the life of young people, articles from newspapers and magazines, etc.

In English lessons using the Internet, you can solve a number of didactic tasks: to form reading skills and abilities using the materials of the global network; improve the writing skills of schoolchildren; replenish lexicon students; to form students' motivation to learn English. In addition, the work is aimed at studying the possibilities of Internet technologies for expanding the horizons of schoolchildren, establishing and maintaining business ties and contacts with their peers in English-speaking countries.

The substantive basis of mass computerization is related to the fact that a modern computer is an effective means of optimizing the conditions of mental work, in general, in any of its manifestations. There is one feature of the computer that is revealed in its use as a device for teaching others and as an aid in the acquisition of knowledge, and that is its inanimateness. The machine can "friendly" communicate with the user and at some point "support" him, but he will never show signs of irritability and will not let him feel that he has become bored. In this sense, the use of computers is perhaps most useful in individualizing certain aspects of teaching.

The main goal of learning a foreign language at school is the formation of communicative competence, all other goals (educational, educational, developmental) are realized in the process of implementing this main goal [9, p. 6-7]. The communicative approach implies learning to communicate and building the ability for intercultural interaction, which is the basis for the functioning of the Internet. Today, new methods using Internet resources are opposed to traditional teaching of foreign languages. To teach communication in a foreign language, you need to create real, real life situations (i.e., what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior. New technologies, in particular the Internet, are trying to correct this mistake.

The project method forms students' communication skills, a culture of communication, the ability to briefly and easily formulate thoughts, tolerantly treat the opinion of communication partners, develop the ability to extract information from different sources, process it with the help of modern computer technologies, creates a language environment conducive to the emergence of a natural need to communicate in a foreign language [ 3, p. 99-100].

The project form of work is one of the relevant technologies that allow students to apply the accumulated knowledge of the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear, understand each other when defending projects. Children work with reference literature, dictionaries, a computer, thereby creating the possibility of direct contact with the authentic language, which is not possible with learning the language only with the help of a textbook in the classroom.

Project work is a creative process. A student independently or under the guidance of a teacher is looking for a solution to a problem, this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, possession of creative, communicative and intellectual skills. In a foreign language course, the project method can be used as part of the program material on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.

The technology of cooperation also belongs to modern technologies. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, as the gaps are eliminated together.

Galskova N.D.

The article discusses the actual problems of the methodology of teaching foreign languages as a science, reveals the factors that determine the specifics of its development from guidelines and private methodology to the theory of teaching foreign languages. Particular attention is paid to the analysis of the relationship of the methodology with philosophy, linguistics, psychology and didactics, as well as to the description of such characteristic features of it as interdisciplinarity, anthropocentricity, and multilevelness. The specificity of the object-subject area of methodology as a science is substantiated.

This article is devoted to the analysis of the specific characteristics of the modern methodology of teaching foreign languages (MOFL) as a science, its status and place in the system of scientific knowledge. As you know, at the beginning of its journey (the beginning of the last century), MOFL was interpreted as a set of techniques and a sequence of steps used by the teacher in order for students to learn the necessary content of teaching a foreign language (FL). The first to appear were the so-called private methods, which described the practical steps for teaching students a particular foreign language. Gradually, with the accumulation of cognitive observations in the field of teaching a foreign language and their generalizations, methodical scientific thinking took shape, which already in the middle of the last century formed a general methodological scientific picture1. It is from this period that the golden age of the Russian MOFL begins as an independent scientific direction, and the concept of “methodology” for teaching a foreign language acquires an expanding meaning. Representatives of the “golden generation” of Methodists, among which A.A. Mirolyubova, I.V. Rakhmanova, I.L. Beam, S.K. Folomkin, N.I. Gez et al., conducted an intensive and long-term scientific and cognitive search for evidence that the methodology is not a simple set of recommendations and prescriptions that allow organizing the educational process in a foreign language. They have accumulated a rich fund of methodological knowledge, representing MOFL as a science that explores the goals, content, methods, means and ways of teaching a foreign language and education by means of a foreign language, a science that allows you to explore the effectiveness of different models of teaching foreign languages. In the last decades of this century, MOFL is interpreted as a theory of teaching a foreign language, which is a strictly structured system of knowledge about the patterns of "initiation" of a student to a new linguoculture (language + culture) in conjunction with the native language and the original culture of the student.

Thus, modern MOFL has gone through a complex and rich path of scientific knowledge: from an exclusively empirical understanding of the process of teaching a foreign language to a theoretical substantiation of a holistic, developing system of scientific concepts, methods and means of methodical scientific knowledge. She proved her ability to formulate her own theoretical postulates within the framework of a historically conditioned, socially and culturally determined methodological (conceptual) system of introducing the student to linguocultural experience and to implement them in specific training materials, technologies, teaching aids, in real educational pro1 Under the scientific picture of the world, we, following V.S. Stepin, we understand the generalized characteristics of the subject of research of science, i.e., generalized schemes - images of the subject of research, through which the main systemic characteristics of the reality under study are fixed.

process. Therefore, some skepticism, often expressed in relation to the status of MOFL as a scientific discipline, is a manifestation of a certain ignorance and dilettantism.

The formation of MOFL as a science has been influenced by various factors. These should include, first of all, those tasks that society sets before methodological science in a particular historical epoch. In addition, the state of other sciences has an impact on MOFL. Its theoretical postulates have always taken into account and take into account the paradigmatic view of philosophers and didacticists on the phenomena of "education" and "training", linguists - on the "image of language" as the main object of study, psychologists - on the process of cognition and learning. This is the reason for the interdisciplinary nature of MOFL as a science, which, in its research related to the theoretical and methodological substantiation of methodological phenomena and the formulation of its own system of concepts, is not confined to its content and is not limited solely by internal reserves of self-improvement, but is in contact with other scientific fields and, above all, , with philosophy, linguistics, psychology, pedagogy and didactics. At the same time, one more important factor that determines the specifics of methodological knowledge should be kept in mind. This is the previous history of teaching methods for foreign languages and the current state of development of methodological science itself. In this regard, it is important to have an idea of what features are characteristic of MOFL at the present historical stage of its existence. Let's take a closer look at some of them.

As is known, MOFL as a scientific discipline is associated with the educational environment, which is created by a person and in which he is the main character. This gives reason to classify MOFL as one of the humanitarian scientific disciplines that “concentrate around the problem of a person” and the research subject of which includes “a person, his consciousness and often acts as a text that has a human meaning”, “value-semantic” dimensions.

In the humanitarian sphere, the objective laws of social and social development and individual interests, motives, needs and capabilities of a particular person are closely intertwined. Therefore, MOFL, as a humanities science, is primarily focused on solving socio-practical problems related to the implementation of the actual needs of society in the study of non-native languages by its citizens and with improving the quality of language education. At the same time, relying on the objective laws of social development and science, it takes into account the value-semantic relationships that arise in society and in education. This provision gives methodical knowledge a unique essential feature - anthropocentricity.

Anthropocentricity is manifested, first of all, in the adoption of the anthropocentric paradigm by modern Methodists. scientific research, which required a "reversal" scientific research in the direction of a person's ability to speak a non-native language, his general and key competencies as constitutive personal characteristics. In the context of this paradigm, the personality of everyone who is included in educational activities in the field of foreign language, becomes a natural starting point in the analysis and justification of the laws of foreign language education.

It is a person who is in the dimension of at least two linguocultures that is recognized in modern linguodidactics as a value, while such categories as: personal experience, emotions, opinions, feelings acquire special significance. This gives grounds to link foreign language education not only with the "assignment" of students certain population foreign language knowledge, skills and abilities, but also with a change in his motives, attitudes, personal positions, value systems and meanings. This is the main goal of foreign language education at the present stage of its development.

The anthropocentric paradigm of linguodidactic and methodological research in the most natural way expanded the boundaries of the research "field" of MOFL and led to a turn of scientific research towards the linguistic personality of the subjects of educational activity, and in relation to teaching foreign languages - secondary / bicultural linguistic personality. At the same time, the personality acts as a product and as a carrier of a specific linguistic and ethnic culture. With regard to the essence of foreign language education, this means that students in a learning situation should show their own activity to solve communicative and cognitive tasks that are creative and problematic, and they should also realize that they are in the dimensions of several cultures. At the same time, since from the position of the anthropocentric paradigm a person masters the language through the awareness of his theoretical and practical activities on it and with the help of it, new semantic components of methodological theories/concepts/approaches are put forward in MOFL: “foreign language education is not for life, but through life !”, “to teach not IA, but with the help of IA”. This also has quite definite methodological "consequences", postulated as new linguo-educational principles. For example, the actualization of cognitive, creative and research activities student; shifting the focus from teaching to activities related to language learning / language acquisition; reduction of "simulation" of foreign language communication in favor of "authentic communication in the target language"; solving diverse problems with the help of language; activation of the productive activity of students with access to a real socio-cultural context, etc.

At the same time, the inclusion of “human meanings, ethical and aesthetic values” into the composition of methodological knowledge, as well as any humanitarian knowledge, creates certain problems for MOFL. They are due to internal contradictions between the need for scientific rationality of methodological knowledge (as is known, any science seeks to establish the objective laws of the development of its research object) and the large “anthropo-dimension” or “human-dimension” of methodological knowledge.

Of course, a researcher dealing with the problems of teaching a foreign language needs to include the "human dimension" in the scope of his scientific interests, take into account the characteristics of a person who learns a foreign language and a different culture, communicates with the carriers of the latter, organizes educational process. And here the so-called interpretative methods of explaining scientific facts often come into play. They closely intertwine objective patterns and individual interests, motives, needs and capabilities of a particular human researcher, which may cast doubt on the objectivity of the obtained scientific results2. In this regard, the question of whether MOFL is able to provide objective knowledge about its object-subject area is of particular relevance. So, E.I. Passov writes: “... if we compare, say, physical reality (natural reality, which is studied by physics, with educational reality (with the process of foreign language education), then we will easily notice the fundamental difference between them: while physical reality is created by nature and lives and develops

Modern methods of teaching foreign languages as a science: problems and prospects

Galskova N.D.

The article deals with the actual problems of foreign language teaching methods as a science, reveals the factors that determine the specifics of its development from methodological recommendations and private methods to the theory of teaching foreign languages. Particular attention is paid to the analysis of the relationship of the methodology with philosophy, linguistics, psychology and didactics, as well as to the description of such characteristic features of it as interdisciplinarity, anthropocentricity, and multilevelness. The specificity of the object-subject area of methodology as a science is substantiated. teaching a foreign language methodology

Thus, modern MOFL has gone through a complex and rich path of scientific knowledge: from an exclusively empirical understanding of the process of teaching a foreign language to a theoretical substantiation of a holistic, developing system of scientific concepts, methods and means of methodical scientific knowledge. She proved her ability to formulate her own theoretical postulates within the framework of a historically determined, socially and culturally determined in its development methodological (conceptual) system of introducing the student to linguocultural experience and to implement them in specific educational materials, technologies, teaching aids, in a real educational program. the world we, following V.S. Stepin, we understand the generalized characteristics of the subject of research of science, i.e., generalized schemes - images of the subject of research, through which the main systemic characteristics of the reality under study are fixed.

process. Therefore, some skepticism, often expressed in relation to the status of MOFL as a scientific discipline, is a manifestation of a certain ignorance and dilettantism.

Anthropocentricity is manifested, first of all, in the adoption by modern methodologists of the anthropocentric paradigm of scientific research, which required a “turn” of scientific research towards a person’s ability to speak a non-native language, his general and key competencies as constitutive personal characteristics. In the context of this paradigm, the personality of everyone who is involved in educational activities in the field of a foreign language becomes a natural starting point in the analysis and justification of the laws of foreign language education.

It is a person who is in the dimension of at least two linguocultures that is recognized in modern linguodidactics as a value, while such categories as: personal experience, emotions, opinions, feelings acquire special significance. This gives reason to link foreign language education not only with the “assignment” of a certain set of foreign language knowledge, skills and abilities to students, but also with a change in their motives, attitudes, personal positions, value systems and meanings. This is the main goal of foreign language education at the present stage of its development.

The anthropocentric paradigm of linguodidactic and methodological research in the most natural way expanded the boundaries of the research "field" of MOFL and led to a turn of scientific research towards the linguistic personality of the subjects of educational activity, and in relation to teaching foreign languages - secondary / bicultural linguistic personality. At the same time, the personality acts as a product and as a carrier of a specific linguistic and ethnic culture. With regard to the essence of foreign language education, this means that students in a learning situation should show their own activity to solve communicative and cognitive tasks that are creative and problematic, and they should also realize that they are in the dimensions of several cultures. At the same time, since from the position of the anthropocentric paradigm a person masters the language through the awareness of his theoretical and practical activities on it and with the help of it, new semantic components of methodological theories/concepts/approaches are put forward in MOFL: “foreign language education is not for life, but through life !”, “to teach not IA, but with the help of IA”. This also has quite definite methodological "consequences", postulated as new linguo-educational principles. For example, the actualization of the cognitive, creative and research activities of the student; shifting the focus from teaching to activities related to language learning / language acquisition; reduction of "simulation" of foreign language communication in favor of "authentic communication in the target language"; solving diverse problems with the help of language; activation of the productive activity of students with access to a real socio-cultural context, etc.

Of course, a researcher dealing with the problems of teaching a foreign language needs to include the “human dimension” in the scope of his scientific interests, take into account the characteristics of a person who learns a foreign language and a different culture, communicates with the carriers of the latter, and organizes the educational process. And here the so-called interpretative methods of explaining scientific facts often come into play. They closely intertwine objective patterns and individual interests, motives, needs and capabilities of a particular human researcher, which may cast doubt on the objectivity of the obtained scientific results2. In this regard, the question of whether MOFL is able to provide objective knowledge about its object-subject area is of particular relevance. So, E.I. Passov writes: “... if we compare, say, physical reality (natural reality, which is studied by physics, with educational reality (with the process of foreign language education), then we will easily notice the fundamental difference between them: while physical reality is created by nature and lives and develops

2 It is well known from philosophy that any scientific knowledge is aimed at identifying the truth characteristics of the surrounding reality (in our case: foreign language education, teaching a foreign language) and is designed to give a person knowledge about its objective connections and patterns. In other words, the focus on an objective study of the subject of research, including in the humanitarian sphere, the search for laws and patterns are mandatory characteristics of the scientific approach.

To horses independent of the will of man, educational reality is both created by man and depends on him. Although it should be recognized that the methodological object also contains “not-made-by-hand” components, for example, psycho-physiological patterns of perception of linguistic signs, patterns of mastering speech skills, etc. What about the objectivity of the object? It turns out that it is more subjective and "man-made". From this the following conclusion is obvious. The main pathos of methodological research should be aimed at removing the contradiction between, on the one hand, the need for scientific rationality and objectivity, and, on the other hand, a high level of human dimension of methodological knowledge, due to the anthropic principle of scientific research, the need to apply extralinguistic data obtained in the course of research. observations of the educational process, experiments and approbation.

It is known that, being pedagogical science, MOFL is closely connected with didactics. The latter is defined as a general "learning theory" that explores the patterns of learning and organizes its activities as a social phenomenon. Therefore, since the methodology is interested in the process of teaching a particular academic subject (in our case, a foreign language), it is often qualified as a particular didactics. And it's hard to disagree with that. The subject "foreign language" is only one of the elements of the general educational system. And the very teaching of this subject is understood by methodologists, following didactists, as a specially (institutionally) organized, planned and systematic process, during which, as a result of the interaction between the student and the teacher, the assimilation and reproduction of a certain experience (in our case, linguocultural) is carried out in accordance with given purpose. Therefore, from this point of view, it can be stated that the problem of “boundary” between didactic and methodological components is insignificant, and the target, content and organizational parameters of the process of teaching a foreign language should always be considered through the prism of general didactic requirements. It is no coincidence that such closeness of didactics and methodology gives grounds for individual scientists to consider the latter only as “the procedural design of the method, the method and form of its implementation, the set and sequence of methodological techniques” . With this approach, it is obvious that the methodology does not have its own research goals and does not clarify certain features of the educational process in a foreign language. Its purpose is only to organize this process, to choose the most adept. . - 2013. - №1 7 PEDAGOGY cotton means, methods and techniques of training and education, relying solely on general didactic provisions.

It seems that we can partially agree with this point of view only if we interpret the methodology as a set of instructions or recommendations for the teacher / educator regarding certain sections or aspects academic discipline“foreign language” (see above for various meanings of the term “methodology”). In this understanding, the methodology is designed to develop a system of learning activities (learning technology) aimed at familiarizing students with the content of learning in specific learning environment. But we are not talking about a methodology in the so-called "technological" sense. We are talking about MOFL as a science, the interdisciplinarity of which, due to the complexity and multidimensionality of its object-subject area, does not give reason to be limited solely to general didactic provisions.

Of course, the range of main problems that MOFL deals with is actually didactic in nature, which, as noted above, is quite natural, as well as the fact that the goals, content, methods and methods of teaching a foreign language are formulated in the methodology, taking into account and in the context, before of all general didactic requirements. But it is impossible not to recognize the fact that MOFL has its own research object, namely a certain social phenomenon, the mastery of which by the student occurs regardless of the knowledge of the laws of this phenomenon or with a very limited amount of this knowledge (L.V. Shcherba). This social phenomenon is actually the language, which is non-native for students. As you know, today this phenomenon, due to the fact that the "image" of the language has changed, both in the philosophy of language and in linguistic science itself, is interpreted broadly. Consequently, FL as an object of teaching and learning is not just a means of communication, and even more so not systemic linguistic phenomena. This object (in other words, linguoculture) is something more that goes both to a person’s attitude to language, and to the problems of his familiarization with another linguoculture in all its diversity of manifestation, including at the level of empathy, the meanings of fundamental worldview concepts, ideas, concepts, reflecting the orientational and existential needs of speakers of a particular language of a particular era. Hence, the specificity of the experience acquired by the student in the course of mastering a non-native language is also obvious. This experience, which can be called linguocultural, consists of foreign language skills and abilities, cognitive and sociocultural knowledge, values, personal qualities, abilities and readiness acquired by the student on the basis of awareness of their native language and native culture. Such complexity of the object of research, teaching and learning allows MOFL to “dissociate itself” from other methods. But what is especially important, it gives grounds, on the one hand, to interpret general didactic requirements in one's own way, "in one's own interests", while maintaining a general orientation towards the strategic vector of development of state educational policy in each specific historical period, and on the other hand, - not be limited to patterns that have an exclusively general didactic sound.

If we follow the philosophers who deal with the problems of science of science and recognize MOFL as an independent science, then it can be considered as a multifaceted phenomenon, the specificity of which is expressed in its multidimensionality. Accepting a certain conditionality of the aspect division of the methodology, let us dwell on the analysis of the following components: MOFL as a specific activity and MOFL as a system of knowledge.

MOFL as a specific activity is, in fact, a system of cognitive actions aimed at the production and systematization of reliable knowledge about education in the field of a foreign language, namely: about the structure, principles, forms, history of this knowledge and methods for obtaining it.

Thus, methodical KNOWLEDGE is the main object and result of cognition in MOFL. At the same time, scientific knowledge, the content and sequence of cognitive actions proceed in educational discourse always at two levels: theoretical and empirical. At the theoretical level of methodological knowledge, the most important research methods are abstraction and idealization, which allow the scientist to abstract from many factors that affect the real and very complex process of teaching and studying a foreign language, and formulate methodological concepts, justify the concepts (models) of learning, as well as methodological approaches to teaching IA. In other words, the result of the scientific research of the methodologists are the formulated theoretical postulates and theoretical constructs, which, as a rule, are tested in practice, and also confirmed by the practice of teaching. At the empirical level, where such methods as observation and experiment are used as analytical tools, a basis is created for the primary theoretical understanding of certain methodological phenomena, when certain ideas, information, information that are of particular importance for the educational space are obtained in direct interaction with reality and taking into account the identified objective patterns.

Consequently, such a ratio of methodological knowledge and experience gives grounds to qualify MOFL as a theoretical and applied science, i.e. as a specialized area of methodological knowledge that combines the data of scientific (theoretical) reflection and analysis of the practice of teaching languages in various educational conditions. However, regardless of the level at which the analysis and generalization of methodological knowledge takes place, the specific activity of methodological knowledge is aimed at the implementation of the three main functions of MOFL as a science. The first function is associated with the analysis, classification and systematization of methodological concepts and categories associated with the sphere of foreign language education, and bringing them into a logical relationship, and ultimately into a system, theory. The second function of methodology as a science is to interpret, explain and understand the specific facts of real educational practice in the subject in the context of the concept of teaching a foreign language adopted in each historical period. And, finally, the third function is forecasting the future of the methodological system for foreign languages, determining the horizons of its immediate and long-term development.

MOFL as a system of knowledge, i.e. as a conceptually interconnected, holistic and logical system in terms of content scientific ideas about teaching a foreign language and foreign language education, reveals and describes certain patterns, regular connections, fundamental properties inherent in foreign language education as a system, process, result, value and teaching a foreign language as the main way to receive this education.

It is known from philosophy that any system scientific knowledge is built on three levels: metatheoretical, theoretical and empirical. So, at the metatheoretical level of methodological knowledge, we are talking, first of all, about the scientific picture of the studied reality that is emerging in a certain historical period in the development of methodology. We also note that the development of MOFL as a science is the path of methodical knowledge and change in the types of scientific pictures of the educational reality associated with the teaching and learning of a FL.

At the metatheoretical level, the ideals and norms of scientific research accepted in the professional community, as well as the philosophical foundations of science, are important. For MOFL, as its methodological basis, in addition to the philosophy of education, is, of course, the philosophy of language. This fact brings methodological science closer to linguistics, psycholinguistics, methods of teaching the native language. It is known that since the 1980s of the last century, issues related to the development of a methodology for teaching a foreign language, and today - the methodology of foreign language education, have moved into the category of the most relevant. In this regard, we will take the liberty of making the following assumption that in the near future we may witness the emergence of a new applied branch of philosophy - the philosophy of foreign language education. Its key problems can and should be: substantiation of the ideals, norms, goals of foreign language education; methodology of its valuable understanding; methodology of methodical knowledge and knowledge; design methods and practical activities in foreign language education; base scientific picture the reality of foreign language education, etc.

In other words, the philosophy of foreign language education can not only expand the "boundaries" of scientific research in the field of foreign language education, but also contribute to the identification of objective patterns according to which it should develop and evolve.

We believe that the future scientific direction will specialize in the study of linguo-educational knowledge and linguo-educational values, and it has every chance of becoming a special research area.

At the second, theoretical level, concepts, categories, laws, principles, hypotheses of the theory, i.e., those structural elements that make up scientific methodological knowledge, are substantiated. It is the theory that is the most developed and perfect form of organizing knowledge obtained as a result of studying the teaching of a foreign language and foreign language education. It builds methodological knowledge in the form of a coherent logical system of scientific methodological concepts, methods and means of methodical scientific knowledge. “Theory “by definition” is a conceptual system containing generalized provisions (principles, postulates, axioms), abstract constructs, concepts and laws that represent the object under study in the form of a structured set of elements and their correlations. It can be said that at the theoretical level, the methodology determines the “proper”, i.e. those main categories that make up the categorical-conceptual framework of the ideal (projected) methodological system, the concept of foreign language education, and scientific theory.

As for the empirical level of theoretical knowledge, it is made up of observational data, including during the experiment and experiential learning, as well as from those scientific facts that are derived in the process of comparing these empirical data with general ones © Galskova N.G., 2013 / the article is posted on the website: 26.02.13 ISSN 2224-0209 Electronic journal Vestnik MGOU / www.evestnik-mgou.ru. - 2013. - №1 11 PEDAGOGY with theoretical provisions and abstract constructs substantiated at the theoretical level. Such information exchange serves as the basis for empirical verification of the scientific reliability of theoretical results and, at the same time, makes it possible to generalize empirical knowledge to more high level, correlate them with the methodological theory as a whole. Consequently, two scenarios for the development of this information exchange are possible here. The first involves conducting empirical observation of the process of teaching and learning a foreign language. This is important for the accumulation of empirical experience and obtaining information that makes it possible to theoretically comprehend certain methodological phenomena. The second way is connected with testing in practice the working hypotheses put forward in the course of scientific (theoretical) research of methodologists and linguodidactists (experiment, experiential learning, implementation).

It should be noted that the upper levels of structuring (metateoretical and theoretical) knowledge are based on analytical and generalizing procedures, since we are talking about the substantiation of theoretical constructs, the main elements of which are such theoretical objects as goals, principles, content, methods and means of teaching a foreign language. or foreign language education. It is on these tiers that the initial methodological concepts are formulated, around which general scientific approaches to teaching any FL and/or a specific FL are built. In turn, the empirical tier, which is most closely associated with the educational process in foreign language and the description of "existing", is responsible for the introduction of targeted, meaningful and technological aspects of teaching foreign language into real educational practice. Thus, the procedure for substantiating MOFL as a theory includes establishing a connection between initial empirical knowledge and theoretical, often abstract provisions and constructs, which, in turn, are confirmed or refuted by the practice of teaching a foreign language and methodological knowledge acquired at the empirical level. It can be said that the modern methodology as a theory is designed to answer questions about how to proceed in order to achieve the planned result of foreign language education, how to build the educational process so that we can talk about its effectiveness not only in terms of mastering the learning language as a means of communication and knowledge and other culture in relation to the native culture of the student, but also in the context of his development and education, etc.

It is well known that since the middle of the last century, the domestic MOFL has been actively evolving as a theory, systematically © Galskova N.G., 2013 / article posted on the website: 26.02.13 mgou.ru. - 2013. - No. 1 12 PEDAGOGY in order to organize its categorical and conceptual apparatus and build a conceptual system of teaching a foreign language, and today - a system of foreign language education. The strategic goal of scientific research in MOFL is the substantiation of general theoretical provisions that do not exist autonomously, but are a kind of "technological recipes" for educational practice, which determine the undoubted value of methodological knowledge. But the following should also be taken into account: MOFL as a theory builds an ideal image of foreign language education as a subject of scientific activity, in turn, teaching practice is guided by this image, i.e., an ideal idea of the process of teaching foreign languages. The degree of "approximation" to the theoretically built ideal depends on the level of qualification of the scientist and the author of software and teaching tools, on the professional competence of the practicing teacher and his individual interpretations, as well as on the awareness at the level of the state, society and the individual of the value of foreign language education and the significance of languages at a certain stage of social development. Together, this determines the complexity and multifactorial nature of the process of scientific research in the methodological field and makes the object of the MOFL diffuse, the study and adequate description of which is possible only if the reflexive-analytical and reflexive-empirical components of methodological knowledge are synthesized.

As is known, in the scientific knowledge of the reality that interests us, i.e., foreign language education, a scientist may be interested in various objects. This gives grounds for the emergence in methodological science of a number of systematically organized and substantiated theories, for example, "the theory of teaching a foreign language", "the theory of foreign language education", "the theory of a textbook on foreign language", "the theory of early foreign language education", etc. Such a branching is a consequence of internal differentiation of methodological science, due to its need to penetrate into the complex structure of research objects, such as teaching a foreign language and foreign language education. A consequence of the development of science due to differentiation is also, for example, the current allocation of linguodidactics and methods or theory and methods of teaching, methods as a theory and as a technology of teaching and development, methods and technologies of foreign language education. All this indicates that MOFL is a developing system of knowledge that does not end at any stage of its development with the achievement of a final and comprehensive picture of the process of mastering a person / teaching a person a non-native language / non-native language.

In addition, it, like any science, is “by definition a continuously innovative system”, generating all new ideas and their solutions, and today expressing the desire to “technize” methodological knowledge, which is a sign of scientific thought in the post-industrial era.

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Modern methods of teaching foreign languages ​​in the light of the requirements of the Federal State Educational Standard. Modern methods of teaching foreign languages ​​in secondary school The specifics of modern methods of teaching foreign languages

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Modern methods of teaching foreign languages in the light of the requirements of the Federal State Educational Standard. Modern methods of teaching foreign languages in secondary school The specifics of modern methods of teaching foreign languages