Methods of teaching English language - Дипломная работа

Content Introduction 1. Comparative Teaching Methodologies 1.1 Grammar Translation Method 1.2 Direct Method 1.3 Audio-Lingual Method 1.4 Silent Way 1.5 Total Physical Response (TPR) Community Language Learning (CLL) 1.6 Suggestopedia (Suggestology) 1.7 Communicative Approach 1.8 Natural Approach 1.9 Emotional-semantic method 2. Theoretical aspect of effective methods of teaching 2.1 The bases of teaching a foreign language 2.2 Effective ways and techniques of teaching a foreign language 2.2.1 Constructivist teaching strategies 2.2.2 Communicative Teaching Method 2.2.3 Using project method in teaching a foreign language 2.2.4 The method of debates 2.2.5 Games 2.2.6 Role plays as a method of teaching 2.3 Methodological principles of modern methods of teaching 2.4 Practical aspect of ways of teaching 3. Comparative characteristics of modern techniques of teaching English 3.1 Features of techniques 3.1.1 Communicative method 3.1.2 Project methodology 3.1.3 Intensive method 3.1.4 Activity Based method 3.2 Similarities of methods 3.3 Positive and negative aspects of techniques Conclusion Bibliography Appendix Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods of language teaching. The method concept in language teaching-the notion of a systematic set of teaching practices based on a particular theory of language and language learning-is a powerful one, and the quest for better methods preoccupied teachers and applied linguists throughout the 20th century. Howatt (1984) documents the history of changes in language teaching throughout history, up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of method itself. Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably best seen as a continuum ranging from highly prescribed methods to loosely described approaches. Last years the imperative need of using a foreign language appears in all areas of a science, manufacture and culture. In present practice of teaching foreign languages there are some typical problems forcing the teacher to address to experience of the colleagues, to innovative ideas, to a science. Among these problems, difficulties and lacks of a traditional technique of teaching there are the following basic problems: · Low authority of a subject because of shortages of a present technique of teaching. · Low intensity of pupils’ speech activity. · Superficiality in forming of base skills and haste of transition from reproductive to productive kinds of work. · Absence of good practical recommendations on elimination and the prevention of gaps in pupils’ knowledge and skills. · Weakness of existing system of appreciation of pupils’ work. · Spontaneity of a choice and application of evident support, their low didactic efficiency. Researches of methods of teaching have shown, that all named problems will effectively solved, if we apply elaborations of various innovators for amplification of a traditional technique of teaching that can increase essentially quality of teaching foreign (in particular English) language. Why is this being promoted direct method, when the West is having the idea of mixed method? This was due to several reasons. First, in the royal schools dominated the grammar-translation and textual-translation methods based on cramming, from which it was necessary to be free. Direct same method against them was more progressive, as proceeded from the living language of speech training, as the primary means of language functioning. Secondly, only direct method of instruction intended to communicate. Thirdly, education was not familiar with the proposals of other methods that have arisen in the West after the World War I, because this war, and then the civil, broke all contact. In addition, for many practitioners and the teachers direct method was something new, attractive everyone sincerely believed in its effectiveness. We should also mention that advocated the direct method differed from the orthodox method of direct Western-style, as it demanded the comparison with the native language, though not at the initial stage, which is incompatible with the direct method. There were also characterized the recommendations as follows: “What the study of foreign language should not be neglected the study of grammar, of course, its main features that you can for ease of understanding point to similarities with the grammar of their native lang