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INTENSIVE METHODS OF TEACHING ENGLISH
A.Zh. Kachkynchyeva1, Lecturer
E.Zh. Zhumagulova2, Associate Professor
M.M. Dzhumaeva2, Senior Lecturer
1Osh State Pedagogical University
2International University of the Kyrgyz Republic
1(Kyrgyzstan, Osh)
2(Kyrgyzstan, Bishkek)
DOLW.24412/2500-1000-2024-4-3-215-218
Abstract. The article is about the use of intensive methods of English language teaching. The purpose of the study is the study and introduction of intensive methods of English language teaching. Scientists have found several methods of intensive teaching of English, despite the fact that teaching a foreign language is treated as one of the most difficult spheres. In this article authors have presented several methods of language teaching in a short period of time for the improvement of students' pronunciation. Their findings are that these methods can be effective means for the improvement of students' language skills in a short period of time.
Keywords: teaching, methodology, English language, listening, speaking, writing, reading, comprehension, classroom, interaction.
Academic research has shown that there is no one best method for all contexts, and no one teaching method is inherently superior to another. Nor is it always possible-or appropriate-to use the same method for all learners, who have different goals, environments, and learning needs. For each learner's specific goals, learning style and context, the most appropriate method must be used. Especially in the last 40 years, methods of teaching English have evolved rapidly. As a language learner, training manager or teacher, it is important to have an understanding of the different methods and techniques so that you can navigate the market, make informed choices and increase your enjoyment of language learning. Each teaching method, often using specific techniques and materials in a particular sequence, is based on a particular view of language understanding or the learning process.
As we know, at the present stage of the development of society there is a gradual modernization of all spheres of human life. This includes education. Undoubtedly, in all areas of knowledge, including the humanities, more and more new and improved trends of learning are appearing. However, it should be noted that since the second half of the twentieth century the most significant changes
have taken place in the teaching of foreign languages. As a result, many concepts of modernizing foreign language teaching have appeared, concerning different levels of education and educational institutions of different types. The motivation to learn a foreign language in the modern world is very high, and it is conditioned by the following trends and developments [1, p. 14]:
- The gradual increase in the volume of intercultural interaction, the appearance and growth of global problems, which can be solved only as a result of interaction and cooperation both in the conditions of a multicultural state and in the conditions of intercultural and international communication, sets the aim of education: to form in the younger generation a multifaceted thinking and a high level of communication culture. Therefore, in the sphere of education there is an active discussion about the role of foreign language in successful socialization and development of communicative culture of a person who is fluent in a foreign language.
- In the age of technical progress and widespread development of information technology, one of the main tasks of foreign language education has become the development of general cultural and value skills. Language learning should be seen from
a dual perspective: on the one hand, as a way of revealing the personality and identity of our own culture, and on the other hand, as a means of acquiring a picture of the world and learning about the values and culture of other nations.
- Nowadays, the activity-based and personality-oriented approaches are considered as a priority, because the personal development of the learner is fundamental in the process of foreign language teaching. Because in educational reform process foreign language education was considered to be communication, social and cultural and personal development of students, formation and improvement of foreign language communication competence in its entirety, and also development of individuality in dialogue of cultures, ability of students to carry out a communication action, solving a communication task.
- The individual approach of the instructor to each student is appreciated. This approach helps students to understand themselves as individuals and to recognize their potential. It stimulates self-realization. It should be noted that such teaching methods as cooperative learning, project method, language portfolio method, intensive methods and many others have been developed on the basis of this approach.
Let us take a closer look at the intensive methods of foreign language teaching that are so popular today. First of all it should be noted that the intensive teaching of a foreign language is based on some of the most important principles of modern teaching: the communicative, the functional and the situational principle. There are some special principles which are inevitably involved in teaching based on the application of intensive methods: the principle of linguistic and communicative activity, the principle of gradual concentric organization of the subject and the learning process, and the principle of personal role.
What does the Intensive Method mean for learning a foreign language? First of all, in accordance with this method, the learning process itself should be as close as possible to the process of real communication, i.e. the topics and situations of communication should be chosen in such a way that they are of interest
to the student [2, p. 5]. In this way a psychologically comfortable atmosphere for communication in a foreign language is created.
In the chronological order of their development, the main methods are listed below:
- Grammar-translation method -emphasizes written literary texts. In this method, English is taught by translating from the English language into the native language.
- Direct method - emphasis is on everyday speech. This method teaches English by having the student learn through direct association of meaning in the English language [3].
- Audio-lingual method - focuses on sentence and sound patterns. This method teaches the English language through listening and speaking exercises and pattern practice in the English language only.
- Humanistic Approach Method - focuses on grammar rules. This method teaches English by deducing English grammar rules and then understanding them in context.
- The Silent Way Method focuses on interacting with the student rather than interacting with the teacher. This method teaches English by the teacher being silent to allow students to become aware of how English works [4].
- The Suggestopedia method focuses on the meaning of the full text and the vocabulary words. This method is a relaxed method of English teaching.
- Communication rather than structure is the focus of the Task-Based Learning approach. This means that language is used as an enabler, where each task needs to be relevant to how the students live and are interested in. In this approach, grammar and vocabulary are essentially taught «on the fly». This doesn't mean that we improvise. Rather, the language is taught in the context of the task, avoiding teacher-centered grammar explanations. An example of a task might be an order in a restaurant, or perhaps a more advanced task such as a movie review. The language you learn is based on the task, not vice versa. In order for this method to work, teachers need to understand the needs and expectations of their students in order to design lessons that will help
students be successful. The grammar, the vocabulary, and the language skills are only the vehicles that will enable the students to reach their ultimate goals.
- Integrated learning of content and language. The focus is on content and not on the language itself. Rather, language should be considered a means to enable students to use target structures in a given setting. Schools where teachers teach subjects in English while the rest of the curriculum is taught in another language are perfect for this type of methodology. It can be used to teach science, social studies, and mathematics. Teachers do not need to cover grammar and vocabulary extensively because the language needed to understand the material is integrated into the content.
- Project-based approach. The project-based approach is designed to meet the needs of the students by tailoring the language to the skills and competences that they really need in their personal and/or professional lives [5]. Identifying a single, global goal for an
individual or group of students is the first step in using this approach.
An interesting and productive way of teaching is the use of intensive language teaching methods. Learning a language in an informal and relaxed atmosphere, doing tasks, the content and form of which are of great interest to the students, contributes to the development of the students' interest in learning the language and culture of the learnt language. Today there is a wide range of methods of language teaching, each of which has its advantages and disadvantages. Each of them has advantages and disadvantages. Choosing the most appropriate method for his students is the main task of a foreign language teacher.
In our opinion, motivation is the result of attention to the opinion of each participant in the communication process and respect for his or her point of view. It should be noted that using this intensive method requires specially trained teachers, specially organized training materials and classrooms with appropriate equipment. That is the only way to ensure that
your efforts are worthwhile.
References
1. Richards, J. y Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. - New York: Cambridge University Press.
2. Stern, H.H. (2001). Fundamental Concepts of Language Teaching. - New York: Oxford University Press.
3. Franciso Jose Francisco Carrera, (2014). English Language Teaching Methodology.
4. [Электронный ресурс]. - Режим доступа: https://www.fluentu.com/blog/educator-eng-lish/new-methods-of-teaching-english/ (date of reference 05.04.2024).
5. Galskova N.D. Nikitenko Z.N. Theory and practice of teaching foreign languages. primary school: methodological guide. - M.: Airis-press, 2004.
ИНТЕНСИВНЫЕ МЕТОДЫ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ
А.Ж. Качкынчиева1, преподаватель
Э.Ж. Жумагулова2, доцент
М.М. Джумаева2, старший преподаватель
1Ошский государственный педагогический университет
2Международный университет Кыргызской Республики
^Кыргызстан, г. Ош)
2(Кыргызстан, г. Бишкек)
Аннотация. В статье рассматривается использование интенсивных методов обучения английскому языку. Целью исследования является изучение и внедрение интенсивных методов обучения английскому языку. Ученые нашли несколько методов интенсивного обучения английскому языку, несмотря на то, что преподавание иностранного языка рассматривается как одна из самых сложных сфер. В данной статье авторы представили несколько методов обучения языку за короткий промежуток времени для улучшения произношения студентов. Они пришли к выводу, что эти методы могут стать эффективным средством для улучшения языковых навыков студентов за короткий период времени.
Ключевые слова: обучение, методика, английский язык, аудирование, говорение, письмо, чтение, понимание, класс, взаимодействие.
