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Использованные источники:
1. Боброва Елена Владимировна Формирование выставочного пространства как важнейший атрибут профессионального образования дизайнера // ОНВ. 2014. №2 (126). URL: https://cyberlenmka.ra/artide/n/formirovanie-vystavochnogo-prostranstva-kak-vazhneyshiy-atribut-professionalnogo-obrazovaniya-dizaynera (дата обращения: 02.11.2018).
2. Ильина Е. А. Пространственное решение выставок и восприятие выставочной информации // Молодой ученый. — 2009. — №4. — С. 85-88. — URL https://moluch.ru/archive/4/309/ (дата обращения: 02.11.2018).
3. Яковлева Светлана Игоревна, Попова Анжела Эдуардовна ЭКСПОЗИЦИОННЫЙ ДИЗАЙН НА ПРИМЕРЕ ВИЗУАЛЬНОГО ОФОРМЛЕНИЯ ВЫСТАВКИ СВЕТОВОГО ИСКУССТВА // Universum: филология и искусствоведение. 2017. №11 (45). URL: https://cyberleninka.ru/article/n/ekspozitsionnyy-dizayn-na-primere-vizualnogo-oformleniya-vystavki-svetovogo-iskusstva (дата обращения: 04.11.2018).
УДК 372.8
Шевченко А.А. студент 4 курса факультет «Управления и бизнеса» Кемеровский институт (филиал) РЭУ им. Г.В. Плеханова
Россия, г. Кемерово
МЕТОДИКА ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ
Аннотация: В статье рассмотрены основные методы обучения иностранным языкам, а также трудности, с которыми можно столкнуться во время изучения. Статья предполагает шесть методов преподавания иностранных языков: грамматико -переводной, современный лексико-грамматический, коммуникативный, метод погружения, метод физического реагирования, метод общения с иностранцами.
Ключевые слова: методы, иностранные языки, изучение.
Shevchenko А. А.
4th year Bachelor's Degree student Plekhanov Russian University of Economics Kemerovo Institute (branch) Kemerovo
THE METHODS OF TEACHING FOREIGN LANGUAGES
Annotation: This article considers the main methods of teaching foreign languages, as well as the difficulties that can be encountered during the study. The article assumes six methods of teaching foreign languages: grammar-translation, modern lexico-grammatical, communicative, Immersion method, the method of physical response, the method of communication with foreigners.
Keywords: the methods, foreign languages, studying.
The aim of the school and university programs is to lay the basic foundations, to give the students the knowledge of process of learning a foreign language, to a greater extent than with the language itself. That is, not even the language itself is taught, but an object that tells about learning a foreign language, with a number of examples.
The school gives a lot of information, which is not yet clear, where to apply: too much information collapses on the learner's consciousness. But it is believed it's better a student to be buried under it, but he would be given all the information: hence the apathy and reluctance to learn the language, the prevailing view, that 95% is routine and hard work.
Previously, all priorities were given to grammar, almost mechanical mastery of vocabulary, reading and literary translation [2]. These are the principles of the "old school", which still bear fruit, but at what price? Mastering the language was carried out through a long routine work. Tasks were offered rather monotonous: reading the text, translating, memorizing new words, retelling, exercises in the text. When priorities were given to reading and working on "topics," only one function of the language was implemented - informative. Not surprisingly, the language was well known by a little part of people: only very dedicated and hardworking people could master it at a high level. But on the degree of knowledge of grammar, they could compete with the graduates of Cambridge! True, for the work received a good compensation: the profession of a teacher of a foreign language or an interpreter was considered to be very prestigious. Now let's consider the main methods of teaching foreign languages [1].
Grammar-translation (lexical-grammatical, traditional) method.
Grammar-transfer (traditional) method was one of the first ways of learning. Initially, he largely repeated programs for studying "dead languages" (Latin, Greek, etc.), where almost the entire educational process was limited to reading and translation. Its foundations were laid by enlighteners as early as the 18th century, and by the middle of the 20th this method was called "Grammar-translational method". According to this method, language proficiency is the storage of a certain number of words and knowledge of grammar. The learning process consists in the fact that the student consistently learns different grammatical schemes and replenishes his vocabulary. Textual training materials is an artificial text, in which the meaning of what you say is not important, the important thing is how you say it
[3].
By this method the majority of school programs are built, (remember the well-known "family" exercises, when the awakened pupil who has not yet woken up sadly mumbles memorized: "My name is Ivan. I live in Moscow. My father was an engineer, my mother cooks ... ") [4].
The traditional method of teaching foreign languages is getting outdated, it is considered to be boring, difficult, and the result is achieved too long - a lot of boring and difficult grammatical rules, a bunch of words that need to be crammed, dreary texts that are required to be read and translated, and sometimes retell. A teacher who interrupts and corrects errors all the time. All this boring stuff lasts for several years,
and the result does not always meet expectations [3].
The main drawback of the traditional method is that it creates ideal conditions for the emergence of a language barrier, because a person does not speak, but simply combines words with grammatical rules.
This way prevailed until the end of the 50s and was the only one with which absolutely everyone was trained - there simply were no other methods. Classes were conducted according to the scheme: read - translate, read - translate. This method greatly reduced the motivation and interest in the studies. At that time, the learner actually received knowledge of the language, not the language itself; He well distinguished one grammatical construct from the other, but was not able to ask a simple question to a foreigner, being, for example, abroad.
However, despite all the shortcomings, the traditional method has its pluses -it allows you to master the grammar at a high level, in addition, this method is well suited for people with a highly developed logical thinking that are able to perceive language as a set of grammatical formulas.
The modern lexico-grammatical method is aimed at teaching language as a system consisting of 4 main components - speaking (oral speech), listening (listening), reading, writing [5]. The greatest attention is paid to the analysis of texts, the writing of works, narrations and dictations. In addition, students should learn the structure and logic of a foreign language, be able to match it with the native, to understand what their similarities and differences are. This is impossible without a serious study of grammar and without the practice of bilateral translation. The method is recommended for those who are just beginning to learn a foreign language, as well as those who have a strong logical-mathematical thinking.
Communicative method.
Today it is the most popular method of studying foreign languages - after the already described traditional [6]. For the beginning of the 1970s it became a real breakthrough, because the main goal of this method is to teach a person to interact with other people in the studied language, which means all forms of communication: speech, writing (both reading and writing skills), listening and to understand what is spoken by someone.
The modern communicative method represents a combination of many ways of teaching foreign languages. Today it is the apex of the evolutionary pyramid of various educational methods.
Communicative method is suitable for most people, allows you to learn a foreign language faster and more consciously. It is this method that uses the ITEC School of Foreign Languages in its work [2].
Immersion method (Sugesto pedia).
This program appeared in the late 70's, and for many it became a hope, amid a dull cramming and methodical hammering of the material [6].
According to this method, you can learn a foreign language by becoming a native speaker for the period of training. Studying the language in this way, all students choose their own names, come up with biographies. Due to this, an illusion is created in the audience that the trainees are in a completely different world - in
the world of the language being studied. All this is done so that any person in the learning process can fully adapt to the new situation, relax, being in a game atmosphere, open up in order to make speech, language skills as much as more close to the native speaker.
That is, it is better to speak like "fictional Jack" than as "real Ivan" [4].
The method is ideal for creative people who like to improvise.
The method of physical response (Total-physical response).
Another interesting method is called the physical reaction method. Its main principle: you can only understand what you have felt in, literally, "felt" [6].
Classes are held in the following key: the learner at the first stages of training does not say a word - after all, first he must get enough "passive" knowledge. During the first lessons the student constantly listens to a foreign speech, he reads something, but does not speak a single word in the language being studied. Then, in the process of learning, there comes a period when he must already react to what he has heard or read - but only react with action.
First, we study words denoting physical motion. For example, when they study the word "get up", everyone gets up, "sit down" - sit down, etc. . A good effect is achieved due to the fact that all the information received by a person feels in. This method is great for introverts - people who prefer to listen, not speak [1].
The method of communicating with foreigners (Communication with
foreigners).
The essence of this method is that, by communicating with the foreign speaker, a person begins to get used to the speech of this language and eventually will be able to speak in this language. Also this method is appropriate otherwise, when the level of a foreign language is already high enough and it is necessary only to improve, supplementing your vocabulary. Thus, it is possible to communicate with a foreign friend (a pen-friend), for example, using Skype or special foreign chats, which often use a huge number of words, various abbreviations. This case is ideal for those who have level Intermediate.
Thus, depending on how the person best perceives information, the most appropriate method of instruction should be selected, so that the process of learning a foreign language for the learner was not a routine, but an enjoyable business.
Использованные источники:
1. Методика преподавания английского языка: учебное пособие: рек. МО и науки РК / И. Ильина, Р. Нургалиева.- Астана: Фолиант, 2010. 120-201с.
2. Теория обучения иностранным языкам: продуктивные образовательные технологии: учебное пособие / Наталия Федоровна Коряковцева.- М.: Академия, 2010. 13-134с .
3. Методика преподавания английского языка//English Teaching Methodology: учебное пособие / Радислав Петрович Мильруд. - 2-е изд., стер.- М.: Дрофа, 2007. 7-20с.
4. П. К. Бабинская, Т. П. Леонтьева, И. М. Андреасян, А. Ф. Будько, И. В. Чепик. Практический курс методики преподавания иностранных языков. Издательство: ТетраСистемс, 2009. 10-22с.
5. Перевод: теория, практика и методика преподавания: учебное пособие / Лев Константинович Латышев, Аркадий Львович Семенов. - М.: Издательский центр "Академия", 112с.
6. А. Н. Щукин. Современные интенсивные методы и технологии обучения иностранным языкам// учебное пособие, 2010. 15-45c.
УДК 171
Шевченко А.А. студент 4 курса факультет «Управления и бизнеса» Кемеровский институт (филиал) РЭУ им. Г.В. Плеханова
Россия, г. Кемерово СУБЪЕКТИВНАЯ СПРАВДЛИВОСТЬ ВЫРАЖЕНИЯ «ОБРАЗОВАНИЕ __ ЭТО НЕ ПРОСТО ПОДГОТОВКА К ЖИЗНИ:
ЭТО И ЕСТЬ ЖИЗНЬ»
Аннотация: Данная статья посвящена такому выражению:
«образование_это не просто подготовка к жизни, а это и есть жизнь».
Актуальность работы подчеркивается тем, что образование играет ключевую роль в жизни каждого человека и, по мнению автора, является неотъемлемой частью жизни каждого человека. В пользу данного выражения приведены доводы.
Ключевые слова: образование, подготовка, жизнь.
Shevchenko А. А.
4th year Bachelor's Degree student Plekhanov Russian University of Economics Kemerovo Institute (branch) Kemerovo
SUBJECTIVE VALIDITY OF EXPRESSION "EDUCATION IS NOT PREPARATION FOR LIFE: EDUCATION IS LIFE ITSELF"
Annotation: This article is devoted to such an expression: " education is not preparation for life: education is life itself'. The relevance of this article is emphasized by the fact that education plays a key role in the life of every person and, in the author's opinion, it is an integral part of every person's life. In favor of this expression arguments are given.
Keywords: education, preparation, life.
Образование играет ключевую роль в жизни каждого человека. Существует следующее, наиболее понятное определение термина
«образование»: образование _ это тот период жизни человека, когда он
получает необходимые знания для того, чтобы в дальнейшем применить их на практике. Однако, считается, что образование считается лишь подготовкой к жизни, то есть жизнью, как таковой, не является.
Актуальность данной статьи состоит в том, что образование в
