CC BY
23
English teaching theory and methodology for thehigher education
НАУКА И ОБРАЗОВАНИЕ / SCIENCE AND EDUCATION
УДК 372.881.1
DOI: 10.24412/2413-693X-2021 -4-55-65
English teaching theory and methodology for the higher education
Rybak M. V.
Russian State University of Tourism and Service, Moscow, RF; Senior Lecturer; soyez_le_bienvenu@mail.ru
Abstract. This article gives an attempt to examine and analyze the most common educational system methods of teaching foreign languages. The issue of teaching foreign language in the higher education system is explored in the context of its adaptation for a non-language university educational process, in particular for the educational process of RSUTS. Direct method, the method of grammatical translation, audiovisual method, audiolingual method, communicative approach, Total Physical Response are considered in detail. Alongside this, the efficiency estimation of each element is given; diversified variants of techniques and methods combinativity are developed in order to increase the students' motivation level, to amplify the framing effect and to solidify knowledge. The impact of the techniques on the creation of psychological connection with the students is considered absolutely and irrespectively. Methods are being examined in conjunction with each aspect of foreign language study and each aspect is allocated with a specific number of techniques. In terms of the research the author has also designed a conspicuous system of exercises sampled with the students of tourism, service, management and hospitality faculties of Russian State University of Tourism and Service. The system may provide the constant students' motivation improvement. Thus regardless of the fact that there exists a considerable theoretical justification along with vast experience of foreign language teaching in Russian non-language universities, the formed educational system appears to be underperforming from the perspective of the demands of times and needs to be elaborated. Most notably the particular emphasis should be given to the development of personal methodology based on presented methods and techniques, the necessity of making choice and changing the approaches depending upon the reaction of the students and taking into account the peculiarities of each member of the group.
Keywords: activity approach, direct method, grammatical translation, audiovisual, audio-lingual, communicative, Total Physical Response.
For citation: Rybak, M.V. (2021). English teaching theory and methodology for the higher education. Service plus, 15(4), £ 55-65. DOI: 10.24412/2413-693X-2021-4-55-65. (In Russ.).
Submitted: 2021/10/13.
Accepted: 2021/12/10.
СЕРВИС plus 2021 Tom 15 №4 55
НАУЧНЫЙ ЖУРНАЛ
Теории и методики преподавания иностранных языков для
высшей школы
РЫБАК Марина Викторовна
Российский государственный университет туризма и сервиса (Москва, РФ); старший преподаватель; e-mail: soyez_le_bienvenu@mail.ru
Аннотация. В данной статье делается попытка рассмотреть и проанализировать наиболее популярные в современном образовательном пространстве методики преподавания иностранного языка, исследуется проблема методики и теории его преподавания в системе высшего образования на базе именно неязыкового университета, в частности РГУТИС. Подробно разбираются прямой метод, метод грамматического перевода, аудиовизуальный метод и аудиолингвальный метод, коммуникативный подход, метод полного физического реагирования. При этом дается оценка эффективности каждого элемента, предлагаются различные варианты комбинаторности техник приведенных методов и подходов с целью повышения мотивации студентов, эффективной подачи информации и закрепления полученных знаний. Отдельно исследуется влияние техник на установку психологической связи с учащимися. Методики рассматриваются в рамках изучения всех аспектов иностранного языка, и для каждого аспекта предлагается определенный набор техник. В рамках исследования автором также разработана четкая система заданий, опробованных на студентах Российского государственного университета туризма и сервиса факультетов туризма, гостеприимства, сервиса и менеджмента, которая обеспечивает постепенное улучшение уровня мотивации студентов. Таким образом, несмотря на серьезное теоретическое обоснование и богатый опыт преподавания иностранного языка в российских неязыковых вузах, сложившаяся система, как показывает наша практика, отстает от требований времени и нуждается в определенной доработке. В частности, особое внимание следует уделять важности создания собственной методики на основе приведенных методов и техник, необходимости выбора и смены подходов в зависимости от реакции группы студентов и принятие во внимание индивидуальных особенностей каждого члена группы.
Ключевые слова: деятельностный подход, прямой метод, грамматический перевод, аудиовизуальный, аудиолингвальный, коммуникативный, метод полного физического реагирования.
Для цитирования: Рыбак М.В. Теории и методики преподавания иностранных языков для высшей школы // Сервис plus. 2021. Т.15. №4. С. 55-65. DOI: 10.24412/2413-693X-2021-4-55-65.
Статья поступила в редакцию: 13.10.2021.
Статья принята к публикации: 11.12.2021.
English teaching theory and methodology for thehigher education
The existence of a great amount of various learning technologies in modern system of education, their constant development and implementation make extremely significant the task of their substantial analysis. Psychological research of relative effectiveness of various educational technologies explains the most and the least effective techniques in terms of various concurrents. The considering of these concurrents individually and collectively should be augmented with psychological and pedagogical analysis of the theoretical background and practical activities. The analysis of innovative methods of activity approach demands the selection of guidelines which may help to estimate and forecast their effectiveness. The validity of the guidelines may be identified during the analysis of educational techniques with mass circulation. In this case the theoretical consideration may be elaborated with the impact assessment.
In this article the author is setting up the problem of methods and theory of foreign language teaching in system of higher education on the ground of nonlinguistic university. The article addresses the notion of methodology and various teaching methods, elaborated by modern linguists. A short characteristics of foreign language teaching stages in university is given. The author formulates the task to show the complexity of the motivation process along with the specificity of foreign language teaching in nonlinguis-tic university.
The need of foreign language acquirement in terms of specialists training is increasing dramatically. In the course of nonlinguistic university the foreign language is considered not as a comprehensible independent subject, but as a source of new information in the field of specialization. Therethrough the teaching methods of this subject are to be reconsidered and reorganized in order to optimize the educational process of foreign languages digestion. In this case the student has an opportunity to see the main target and estimate the need of foreign language study. The student also may obtain the expected content knowledge for accurate information acceptation.
The object of the analysis is the educational process in the system of higher education in terms of course of study content with the implementation of combined elements and techniques of the involved
methods. The target of this combination is the design of educational process in a way that may increase the motivation and cognition of the students. Subject of research: the development of sociocultural and communicative expertise of the students in the system of higher education by means of implementation of the techniques and methods focused on the establishment of psychological attachment between the student and the educator.
The contemporary pedagogy considers the activity approach to be the main and only methodological principle. The most developed area of social practice providing experimental and theoretical framework of activity approach appliance is the education sector.
According to the leading concept of activity approach is the development of human consciousness. It is considered to be the educational work in specific humanistic forms, i.e. under the conditions of historical experience transference.
The development of activity approach has consistently led to reconsideration of traditional issues of pedagogy such as an activity of a student in the process of knowledge digestion.
The examination of specific schemes of external activities transformation into internal mental processes has become the main target of modern pedagogical science. And the consideration of activity approach innovative methods have summated the advanced methodology.The emphasis of the active education has become one of the most significant components of the higher education strategy. The usage of educational methods of activity approach in the process of foreign language teaching is the main resource of teaching quality upgrading aiming the students' personal development, if we take into consideration the students willing and capable of participating in intercultural communication with target language along with the enhancement of the foreign oral activity.
For an effective solution of the key professional tasks the educator ought to build up the educational process on the foundational understanding of the academic work essence as the process of the interaction between the educator and the student, which in its own way includes humanistic relations, seeking for participation, compassion and acceptation[4]
The focus of the educational process on the
CE PB M C plus 2021 Tom 15 №4 57
HAYHHblM H<yPHA/l
11 I II II M
active practice and independent work of the students is one of the immediate problems of modern teaching methods. Thus, active teaching methods are the methods that prepare students to think actively and practice the skill in the process of educational content digestion. The issue of students' motivation level improvement in terms of nonlinguistic university is still considered to be essential. Three categories of motivation are identified: internal, external, individual, group, and academic. The academic motivation is defined as the particular category of motivation, implemented into determinate activity, in this context it is the learning activity. The academic motivation is a complex consistent education including cognitive and social motives of study.
The academic motivation is derived into 5 levels:
1) The first level is high level, where the students strictly follow the instructions of the educator. They are conscientious, responsible and tend to feel disappointed in case of getting low grades.
2) The second level is good motivation, where the students successfully accomplish the learning activity. This level of motivation is thought to be the average rate.
3) The third level is a positive attitude towards the higher education but the target of higher education is considered not as the opportunity of knowledge acquisition, but as a chance to participate in extracurricular activities.
4) The fourth level is low motivation. Students with low motivation level have a tendency of missing classes and receive knowledge reluctantly.
5) The fifth level is a negative attitude towards the university. The students of this level experience difficulties in the educational process: they do not cope with learning activity, facing the communicative issues with other students or the educators.
Thus, the academic motivation allows the developing personality to define not only the direction but also the approaches to perform various learning activities, to stimulate the formation of emotional-volitional sphere. The motivation stands in as a significant miltifactorial determination, defining the educational process design on each stage of the process. In this article the author defines a number of systems
and methods of foreign language teaching in a high school in such a manner as to keep the students' motivation higher than the second level and to increase the level of motivation for the students who entered the university with the lowest one. These methods advantage the formation of positive educational motivation, develop the creative abilities of the students, involving them into the educational process. They also increase the cognitive activity, make effective the acquisition of large amounts of information, develop personal communication skills and improve the ability to cooperate, perform synergetic research and project activities, maintain an attitude and conceive unfamiliar people[9]. And what is more, these methods extremely increase the ability to take responsibility for oneself and the team.
The foreign language teaching might be sinuous but it is definitely useful work which paves an absolutely new ways of communications for the students. It may be serviceably for educators to possess the knowledge of various teaching methods so as to become flexible in their teaching techniques with a possibility to adjust them in accordance with relevancy.
Some of them comprise the communicative teaching method, total physical response, direct method, language teaching predicated on tasks, sug-gestopedia, grammatical translation, audiolingual approach and many others.
As a part of the study the author elaborated the distinct system of tasks, tried out on the students of Russian State University of Tourism and Service of the tourism, hospitality, service and management faculties. The system is deemed to completely achieve the students' motivation for gradual improvement. The system is based on the following concepts:
1) Direct methods alternatively referred to as natural approach differs from grammatical translation technique in many respects. This technique forbids the usage of native language, while the grammar (grammatical explanation) is overshadowed by the induction, where the student must derive grammatical rules and categories without exterior help. The students are recommended to enunciate anytime they feel to, which makes it perfect for educational pro-
English teaching theory and methodology for thehigher education
cess focused on the educables[6].
What is in fact the effect of the direct or natural method? It may be as simple as if the educator asked the questions and the students would answer them with following correction or commendation.
The educator could read the extract from the text then give it to his students for reading aloud. In this process of repetition and correction the students would perceive it as children perceiving the pattern when being
read to by their parents. Alternatively it might be the request for the students to interpret the paragraph in a written form once again with the correction and commendation to follow. RSUTS obtains various specializations and the educators are deemed to select the educational content in concordance with the field of study. The tasks of text interpretations are designed to form and train the speaking skills which are shown in the following (table 1).
Tab. 1 - The usage of the Direct method
INSTRUCTIONS PHRASES
1. Give a summary of what you have read • The author shows... • There is (are).
2. Interpret/ retell the readen text using the topical vocabulary • I am going to tell you about the text that I've just read. • I'll try to say a few words about the text that I've read. • I've read the passage from the book ... by ... • I'd like to comment on the book that I've read.
3. The title of the text • The text is headlined ... • The headline of the article I've read is ... • The headline reads as follows ...
4. The main idea of the text • This text deals with .... • The story is about . • The article is devoted to ... • The text touches upon ... • The story is a dramatic (interesting, funny, amusing, exciting) episode about ...
5. Your opinion of the text • I found the text interesting (amusing, funny, important, dull, of no value, informative, too hard to understand). • In my opinion ... • As far as I am concerned ... • To my mind • As for me • I think • It seems to me • I believe • I consider • I guess
2) Method of grammatical translation guides the students to perceive the material via the translation from and into the target language. The tutors
stimulate the student to memorize grammatical rules and the vocabularies. Barely any attention is paid to speaking and listening practices. This technique impli-
CE PB MC plus 2021 Tom 15 №4 59
HAYHHblM H<yPHA/l
UlM-làWM
cates the educational process in the native language [11].
Two main targets of this method include the development of reading skills and written information perception in the target language along with the common intellectual development of students.
In the Grammar Translation Method, the classroom procedure includes: a presentation of a grammatical rule, followed by a list of vocabulary and, finally, translation exercises from selected texts. Other activities and procedures can be the following:reading comprehension questions about the text;identifying antonyms and synonyms from words in the text;memorising vocabulary selected from the reading texts;forming sentences with the new words;recognising and memorising cognates and false cognates;practising fill-in-the-blank exercises;writing compositions from a given topic.
Grammatical drills may be called a widespread method. Another well-known kind of activity is the practical translation, which emphasizes the written form but not the content itself [14].
Notwithstanding that the grammatical translation once was one of the most popular methods of language study; it clearly has significant drawbacks that have led it
to reduction of its usage in modern schools.
Substantively the students faced problems with second language communication as they lack verbal skills. This is the demonstration of conception of learning with grammar and translation.
It is worth pointing out that the prolong usage of grammatical approach to language teaching is not able to improve the motivation level due to the fact that the performing of grammatical exercises reduces the interest of the students. That is the reason why the author finds it essential to combine various methods in order to achieve the satisfactory result.
3) The underlying theory of the audiolingual method involves the idea that language study demands teaching skills. Practice makes perfect they say. This concept gives prominence to drilling in order to make the answers instinctive and intuitive. As an example the description or educational films may be taken from the digital source called OXFORD ONLINE ENGLISH, where along with the vocabulary the definite grammatical constructions and the performance algorithms are given. As a consequence, the following tasks aiming to increase the cognition level may be given (table 2):
Tab. 2 - Tasks for increasing the cognition level
INSTRUCTIONS PHRASES
Replacement Drill: The teacher utters a dialogue and the students try to repeat the dialogue by replacing a phrase or clause by one word. Teacher: I broke the flower vase accidentally. Students: I broke it accidentally.
Expansion Drill: The teacher says a dialogue and the students respond by adding a new word in a certain place in the sentence. Teacher: I get up early. (always). Students: I always get up early.
Chain Drill: Such a drill features a conversation between the students in a circular sitting around the classroom. The teacher initiates the chain conversation by asking a particular student a question. The student responds and turns to the student next to him. In this way, the students continue the conversation by asking and answering questions to each other.
Dialogue Completion Drill: The teacher says an incomplete dialogue by erasing some words that the students learned earlier. The students then try to complete the dialogue with the missing words. Teacher: I never seen such a scenery before. Students: I have never seen such a beautiful scenery before.
Integration Drill: The teacher says two separate sentences and the students then combine them into one sentence. Teacher: I fed the dog./ The dog was very hungry. Students: I fed the dog which was very hungry.
Question Drill: students have to answer several questions or fill in the gaps about heard or watched 1) What is the purpose of the talk? 2) Which manias are mentioned in the video?
These types of tasks are to be followed by any creative part, which serves to improve the moti-
English teaching theory and methodology for thehigher education
vation level of the students. These tasks may include: reports, presentations, video presentations, etc.
A remarkable example of the audiolingual activity is substitutional drilling. The educator may start with the basic sentence like "I can see a ball". After that the educator shows the series of pictures with the task to replace the word "ball" with the object from the picture. As an alternative an exercise of transformation exists, when the educator declares: "I am reading a book", while students transform it into negative or interrogative forms [3].
Audiolingual method stimulates students to develop habits conducing to language learning. These dialogues follow the conversational standards and patterns.
The method includes four types of dialogues:
1. Repetition - when a student scrupulously repeats the statements of the educator.
2. Inflexion, when one the words changes its grammatical category from sentence to sentence (e.g. the noun can change its category of number from plural to singular)
3. Substitution, when one word is replaced by another without damaging the grammatical construction of the sentence.
4. Restatement, when the student has to paraphrase the educator's stated idea.
The name of this technique derives from the order in which it is used in the process of language skills development. It begins with the listening comprehension and speech production with reading and writing to follow which means that it amplifies the skill of listening and speaking before the written form is experienced. That is the reason why target language alone is currently used during the educational process.
Numerous modern online applications and software for language learning are following the audiolingual technique. That is a good instance for a remote language learning and for self-education even though this method is considered to be outdated.
The followers of structural approach consider the language as the list of grammatical rules and regulations that are to be studied one by one in a
well-defined order. It is focused on the acquirement of the structures and splicing of new skills on the foundation of previously mastered instead of perfunctory memorizing the vocabulary. It reminds of little children learning the new language in a natural way [3].
The example of structural approach is the contemplation of the present forms of the verb "to be" before the beginning of its studying as an auxiliary verb in continuous forms.
Structural approach comprehends four basic lingual skills: listening and speaking comprehensions, reading and writing. This method may be easily mixed with various methods and techniques.
4) Total physical response (TPR) method intensifies auditory detection and let the student react on certain basic commands such as "open the door" or "sit down, please". It combines the language and physical activity to achieve encyclical studying.
During common educational process the educated gives oral commands with the help of physical activity. The student responses with his own action. That helps the students to actively make connections between the semantics and the pattern analysis.
A number of educators use the TPR method in combinations with other methods and techniques. Thought TPR may help the students of any age it is more often used with the young students and the beginners. It is a good variant for English teaching methodology which can be combined with other methods from the list.
This method nurtures skills of perception and production such as speaking and listening. The speaking skill is the most important for the nonlin-guistic students as they feel the language divide and have issues with expressing theirselves. The advantages of this method lie in the fact that the students are fully involved into the educational process. The students absorb the new content such as the vocabulary and fixed expressions in less time. Also this method may be implemented into the work with large groups of students with different language level.
Here the author recommends the introduction of following tasks and exercises.
CEPBMC plus 2021 Tom 15 №4 61
HAYHHblM H<yPHA/l
111II ll I M
- "Story time", where some popular story may be taken as the framework of the task. The educator starts the story and let the students continue it.
- "Sing-sing" with the songs as the framework of the task, The student phonetically understands the meaning of the song, singles out determined phrasings, grammatical constructions and analyses their context.
- "Guess who/what", where the framework of the task is the learning activity material, such as cards, introductions, and guiding questions. These means may improve the motivation of the students to communicate.
5) Nowadays the communicative language teaching method is one of the most common methods. This method emphasizes the interaction and communication for effective second language study. Students participate in various commonplace situations that they could face in everyday routine. For example, the students may practice inductor conversations, make suggestions and invitations, complaints and directions.
The educators also include specific topics in order to develop the ability to respond to divers situations.
Among the students studying at the higher school, we can see such exercises as: role games, interviews, group working activities and discussions may be called widespread activities practiced in the process of communicative language studies. Such activities as informational gap and word hunting are also well used to stimulate the interaction between students [2].
Natural approach aims to imitate the process of native language learning and makes emphasis on studying condition of natural language interaction. This drains focus from the formal approach of grammar acquisition. Instead the educators concentrate on the creation of the easeful environment and avoid compulsory language learning [7].
The educators also try not to be oppressive in the correction of students' mistakes. The main target of the method is to decrease the level of pressure and induce the students to reflexive second language acquisition.
Classroom-based activities that are used in natural approach include the performance of solving the problems, educational games, affective tasks such as personal ideas and denotative meanings, which synthetically produce various subjects.
Task-Based language learning is another useful technique. This method inspires students to perform a task through the use of their target language. The method facilitates progress of fluency, increases student's self reliance and decreases the direct rectification of errors with each successfully fulfilled task.
The tasks may be divided into three categories:
1. Informational gap or the activities that include the information transfer from one person, place or form to another.
2. Tasks with reasoning gaps, where the student is to produce new ideas or to draw cognitive conclusions out of predetermined information using only personal ratiocinations, reasoning and deduction.
3. Negotiation practice, where the students learn to respond to appointed situations and share feelings or opinions.
Popular classroom-based activities under the task-based language learning include on-topic presentations and the interviewing of counterparts using the target language. Students may also be asked to cooperate in order to create any visual material to present the current event. These are just several examples but in fact there exist numerous activities that can be carried out during class-based educational process.
This method is considered to be one of the most neoteric. One of the advantages of the method is that the students have reasonable level of freedom in the process of target language learning. Moreover they also have an opportunity to master the skills of self-reflection and teamwork.
Suggestopedia is also segregated as special learning technology. Suggestopedia was developed in 1970s by psychotherapist Georgi Lozanov. This method was also known as the method of positive suggestion but now it is referred to as desug-gestopedia. [12]
English teaching theory and methodology for thehigher education
The method offers an incentive of positive physical environment for students to feel relaxed. Here are some more advantages of this method:
1. Disentanglement, where the educator introduces new grammar and vocabulary.
2. Odeum studies, where the educator reads the text and the students follow him with music in the background. This may be both active and passive practice.
3. Elaboration, where the students solidify gain knowledge by means of performing, acting, etc.
4. Introduction, where the educator frames new things with gaming technique.
5. Production, where the students communicate and interact without any correction or interruption,
The Silent Way is an engaging language-teaching approach which unfortunately is less popular but it still has sound foundation. Ultimately the main goal of all numerous language caurses is to make the educational process maximally focused on the students [9].
The Silet Way suggests the teacher to talk as rarely as possible in terms of the idea that the students demonstrate cognitive capacity under the conditions of self-government. The students are recommended to be independent, to reveal the structure of the language proactively.
Instead of giving verbal instructions the educator uses gestures and facial mobility to communicate. The educator also may use learning aids such as Cuisenaire rods. These are the rods of different colors and lengths.
Though constant usage of the Silent Way is considered to be impractical, this method definitely has its own value when it is important to remind the educator to talk less and stimulate students to talk more.
Functional-communicative method of English language teaching puts at the forefront the idea that the language is task-oriented communication. The reason of people communicating is that they need to convey a message to target audience[4].
Parts of speech like nouns and verbs exist only to express linguistic functions and notions. People talk with the purpose to inform, admit, ques-
tion, persuade, judge and to fulfill other functions. The language is also used for the discussions of concepts and ideas such as time, event, place, etc.
The rolde of the educator in terms of this method is to form an estimation of students' language use. The estimation then triggers the list of information and rules to be given. The acquisition of specific grammar templates and particular vocabulary is indeed significant. But its significance must be in constant relevance to intended usage. The intention and application should always be taken into account in terms of functional-communicative method of English language teaching.
A test method perfectly meets the requirements of the students. It befits for students of intermediate or advanced level but it is not recommended to use among the beginners.[4,p.40] There are three stages:
1. Test or some task which requires the use of target language.
2. Distinct explanations and concentration on accuracy with the help of repeatable practice.
3. Another test or task aiming to capture the improvement of target language use. Task-based method, development of the
communicative language teaching focus on fulfilment of objectives that serve to determine the educational process.
The students use the language they know to accomplish the objectives of various tasks and gain new structures, forms and vocabulary as appropriate.
It is acceptable to make slight corrections. This method devides the educational process for three- or four-weeks sections defined by its topic: ecology, security, healthcare, religion, youth culture, etc. The students sequentially master a specific topic using various resources. Each stage finishes with the accomplishment of the final project, such as written report or a presentation.
The practical class-based activity is similar to communicative method, but it is always based on one definite topic.
Computer Aided Language Learning (CALL) suggests a sequence of commercial products (Pimsleur, Rosetta Stone, The Michel Thomas Method) and on-line products (Duolingo, Babbel)
CEPBMC plus 2021 Tom 15 №4 63
HAYHHblM H<yPHA/l
11 I II II M
which are commonly used by individual language learners. They fall within the challenge method, nevertheless some of the listed products have successfully been used in educational process when combined with fundamental concepts[13].
Reading method is only applicable for PG students with the only demand to master the skill of scientific articles reading. That is the reason why they study the language with this method. In terms of reading method the student gains commensurate level of grammar acquisition to comprehend an article in particular area. Students ignore the acquisition of speech and speech recognition; they are concentrated on specific vocabulary building[13].
There is also a list of less common and adoptable methods, which includes:
1. Community language learning, where the educator stands in as an adviser, not the tutor.
2. Linguistic profiling is retrograde technique concentrating on the language data array analysis instead of language practical activity. Nevertheless, the main issue of the educational process during class-based activities is the human factor. Every educator along with each and every student has their personal patterns and circumstances influencing the educational process and with no possibility to be controlled. The educator of course possesses the ability to control his moods, motivations and intentions. But the point is here to consolidate the students and guide them into the most effective way of studying.
Thuswise, in conjunction with the motivation improvement the formation of communication expertise in such specializations like tourism, hospitality, service and management takes place. This is the main concept of educational process organization in terms of the system of higher education. At the same time the following objective are being achieved: the expansion of educational opportunities of the prospective professionals, the formation of communication expertise in a foreign language, which is considered to be essential for a rewarding career in contemporary reality.
Here the educator faces the fact that all the methods, approaches and techniques may easily
fail to work without one common idea: the idea of individual approach. Learner-centered approach in terms of foreign language teaching allows the educator to organize and supervise the cognition process, the process of self-actualization and personal empowerment of the student, to form the student's distinct personality. In order to increase the efficiency level of the learner-centered approach it is recommended to maintain the various compilations of techniques and methods aiming to improve the motivation of the learners and to keep the high rate of knowledge acquisition.
For some students the Silent Way may create the perfect atmosphere for independent studies and increase the level of enthusiasm needed to learn literally anything while at the same time it may destroy the motivation of those students who are not yet prepared and have no sustainable background for self-guided work.
Commonly used communicative method is remarkable for extraverted students with high communicative and people skills, while it may drop out the introverted students with analytic and fundamental approach to knowledge acquirement.
The amount of these techniques and methods is only conditioned by the variety of personal qualities of the students and educators. And the reaction of every individual on each methodological element should be noted, analyzed and only then a new individual method as the compilation of various elements and techniques should be formed by the educator.
Another important factor of individual method formation is the target of educational process in specific point in the global learning process. The communicative method is way worse for most students in grammar contemplation than grammatical drills along with substantial schematic explanations. But it does not follow that further implementation of grammatical constructions into speech practice would be successful enough in terms of this method.
Thus, the following conclusion may be drawn: one of the most efficient methods of foreign language teaching for its accelerated acquirement by the students of non-language universities (RSUTS in particu-
English teaching theory and methodology for thehigher education
lar) is the method of situational analysis, which provides the evaluation of the educational situation, student's potential and personal cognitive issues at the early stages of the educational process. This conclusion may be drawn based on our analysis of teaching methods and its implementation into the educational process of English and French languages studies. It is essential to develop personal flexibility in order to correlate the techniques correctly and adapt the educational method to the educational environment. Accordingly, the combination of various techniques and teaching methods in terms of learner-centered approach is the only way to fulfill educational potential and improve the motivation level of the students. This approach allows the educator to organize the learning
content digestion in such a manner that the motivation and cognition of students are not suppressed, and the educational process is operated with analysis and language immersion rather than rote learning.
Therefore the given types of activity may be used during the classes not only for the first foreign language studies, but also for the second foreign language classes and for the classes of Russian language as foreign in order to improve the efficiency level of communicative skills and reading, writing and listening expertise development. These skills after all are considered to be crucial for competing on the employment market, especially in real practice, where the oversupply of skilled workers is being noticed nowadays
References
1. Shklyaeva A.S. Methodological issues of foreing language studies in intermediate and higher school. Kazan: Kazan Federal University, 1961. 263 p.
2. Galskova N.D. Modern methodology of teaching foreign languages M: Glossa, 2000.
3. Gurevich P.B., Kudryashov U.A. Vocabular proficiency, determing the speech production // Generic methodology of foreign language teaching. Chrestomathy. M., 1991.
4. Kitaygorodskaya G.A. The method of intensive learning of foreign languages. M.: Higher school, 1986.
5. Mirolubov A.A. The history of foreign language learning methods produced within one country. M.: Steps, 2002 - p,11
6. Rakhmaninova I.V. eds. Main concepts of of foreign language teaching methodology in XIX - XX. M: "Pedagogics", 1972 p.267, 188
7. Passov E.I., Kuznetsova E.S., The formation of lexical speaking skills. Voronezh: Interlingua, 2002 - p.40
8. Vedel G.E., Phsycological concepts of foreign language teaching methodics. Voronezh: Voronezh State University, 1974 - p.271
9. Solovaya E.N., Methodolofy of foreign language teaching. Elementary studies. M., 2002
10. Minasova S.G., Comparative linguistics and the issues of foreign language teaching. M., 1994
11. Fokina K.V., Lecture series on methodology of foreign language teaching. M: Uwrite, 2009 - p. 158
12. Passov E.I., Kuznetsova E.S., Lexical-based skilles formation. Voronezh: Interligua, 2002.
13. Khaleeva I.I. Foundations of the theoretical teaching of foreing speech comprehension. M., 1989.
14. Schukin A.N. Methodology of foreign language teaching. Series of lectures. M., 2002.
CE PB M C plus 2021 Tom 15 №4 65
HAYHHblM H<yPHA/l
11 I II II M
