Technologies of teaching a foreign language as a second


The bases of teaching a foreign language. Effective methodology of teaching a foreign language as a second. Using project methods in teaching. The method of debate. The advantages of using games. Various effective ways of teaching a foreign language.

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Ministry of Education and Science of the Republic of Kazakhstan

Kazakh Ablaikhan University of International Relations and World Languages

Faculty of foreign language pedagogy

Chair of Methodology



Technologies of teaching a foreign language as a second

Done by: Bakytzhan E.K.

Group: 301

Scientific Adviser: Begimbayeva M.G.

Almaty 2012


  • Introduction
  • Chapter I. Theoretical aspect of technologies of teaching a foreign language as a second
  • 1.1 The bases of teaching a foreign language
  • 1.2 Effective technologies of teaching a foreign language as a second
  • 1.2.1 Using project methods in teaching a foreign language
  • 1.2.2 The method of debates
  • 1.2.3 Games
  • Chapter II. Practical aspect of technologies of teaching a foreign language as a second
  • Conclusion
  • Bibliography


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. Among these problems, difficulties and lacks of a traditional technique of teaching there are the following basic problems:

ь Low authority of a subject because of shortages of a present technique of teaching.

ь Low intensity of pupils' speech activity.

ь Superficiality in forming of base skills and haste of transition from reproductive to productive kinds of work.

ь Absence of good practical recommendations on elimination and the prevention of gaps in pupils' knowledge and skills.

ь Weakness of existing system of appreciation of pupils' work.

Different researches about methods and technologies of teaching done by famous authors such as David Nunan, Artamanova I. A., Negnevitskaya E. I and others have showed, that all named problems will effectively be 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.

Importance and openness of the problem of effective teaching foreign languages have caused its actuality, and consequently the choice of a theme for the given course work.

It also has determined the aim of work: to distinguish the most rational techniques of teaching a foreign language which can be used in school.

The subject of this course paper is the process of teaching and pupils who are the subjects of this teaching process.

The object of research is to study the variety of methods and ways and their effectiveness of using in teaching a foreign language as a second.

In this work it is necessary to solve the following primary objectives:

The process of teaching and pupils who are the subjects of this teaching process.

Proceeding from this, the hypothesis of the given research can be formulated as follows:

1. Teaching a foreign language should be complex (parallel) with an insignificant oral advancing;

2. Teaching should be directed on formation of steady interest to a subject;

During the work the following methods of research were applied:

The analysis of the scientific literature on a theme of course work;

The analysis of programs and textbooks on the English language of various authors and for various types of schools both domestic, and foreign;

The analysis of experimental training on the basis of experience of the teachers using innovative techniques, results of supervision.

The structure of this course work consists of two parts: theoretical and practical. In the first chapter "The bases of teaching a foreign language” different bases and principles of teaching are considered. Analyzing publications on a problem of research in the second chapter of theoretical part the most effective methods and ways of teaching are suggested. The basic part of work is a practical part with exposition of experience of teachers - innovators. In it rod directions of technique of teaching different age - groups are proved and the analysis of the given approaches is resulted, including a number of methods and the receptions, raising quality of teaching a foreign language.

The bibliography contains the most known and important researches for the given work of teachers-innovators and scientists: psychologists, didactics, and methodologists.

The appendix includes some exercises that for any reasons has not come in the basic part of course work

Chapter I. Theoretical aspect of technologies of teaching a foreign language as a second

1.1 The bases of teaching a foreign language

In the given theoretical part of work it is necessary to pay attention on those basic statements in which the most essential parts of activity are reflected and generalized. That means the methodical principles underlying teaching.

Principles of teaching are understood as starting statements which determine the purposes, the contents, methods and the organization of teaching and are shown in interrelation and interconditionality. In our case principles are used to define strategy and tactics of teaching English language at all stages practically in each point of educational process.

As far as the result of teaching of pupils foreign language is formation their skills of using language as means of intercourse, the leading principle is the principle of a communicative orientation.

Its main function is in creation of all conditions of communications: motives, purposes and problems of intercourse. The communicative orientation defines selection and the organization of language material, its situational conditionality, communicative value both speech and training exercises, communicative formulation of educational problems, organization and structure of the lesson. This principle assumes creation of conditions for speaking and intellectual activity of pupils during each moment of teaching [1; 22-23].

Proceeding from the aforesaid teacher should follow the rules:

1) Principle of communicative orientation

· Rule 1 - Selection of situations.

· Rule 2 - Recurrence and novelty.

· Rule 3 - Participation of everyone in intercourse.

· Rule 4 - Favorable conditions for intercourse.

· Rule 5 - Communicativeness of tasks.

As far as juniors have still insignificant experience of collective intercourse and they are taught not only to associate in English, but also to associate in general, teacher should provide the support on pupils' realizing the models of intercourse in native language, realizing the communicative function of this or that language unit. Realization of this principle is carried out through system of cognitive problems, solving which children "open" laws of the native language.

On the basis of this realizing there is children's acquaintance with the form and functions of corresponding units of English language.

Proceeding from this, it is possible to plan some rules - following which allows realizing this principle in teaching and educational process.

2) Principle of support on the native language:

· Rule 1. Display of generality between Russian and English languages.

· Rule 2. Formation of the common educational skills.

· Rule 3. Use of similarity and distinctions in the script.

· Rule 4. Use of similarity and distinctions in pronunciation.

· Rule 5. Uses of carry and avoidance of interference in teaching vocabulary and grammar.

It is established, that for each kind of speaking activity "set" of actions and even the lexical and grammatical registration [2; 34]. It has allowed formulating methodical principle of the differentiated approach in teaching a foreign language.