METHODS AND COMMUNICATIVE ORIENTATION IN TEACHING A FOREIGN LANGUAGE

МЕТОДЫ И КОММУНИКАТИВНОЙ НАПРАВЛЕННОСТИ В ПРЕПОДАВАНИЯ ИНОСТРАННОГО ЯЗЫКА

Қыдырбай Қымбат Кеңесбайқызы

магистр пед. наук, ст. преп., Кафедра общеобразовательных дисциплин, Казахский национальный аграрный исследовательский университет,

Казахстан, Алматы

Әбдіжаппар Айгерім Әбдіғаппарқызы

магистр педагогических наук, преподаватель, Кафедра общеобразовательных дисциплин, Казахский национальный аграрный исследовательский университет,

Казахстан, Алматы

Закирова Мерует Ерболқызы

магистр пед. наук, ст. преп., Кафедра общеобразовательных дисциплин, Казахский национальный аграрный исследовательский университет,

Казахстан, Алматы

ABSTRACT

The article is devoted to the concepts of "direction" and "method" in teaching a foreign language, which directions and methods exist, including communicative ones.

АННОТАЦИЯ

Статья посвящена понятиям «направление», «метод» в обучении иностранному языку, какие направления и методы существуют, в том числе коммуникативные.

Keywords: direction; method; teaching; communicative.

Ключевые слова: направление; метод; обучении; коммуникативные.

In the methodology of language teaching, there is no single grouping of the direction of learning, thus, M. V. Lyakhovitsky names four general directions that can be determined from the point of view of the psychology of language acquisition [1]:

1. Behavioral-language acquisition by developing speech skills in response to stimulus;
2. Control of speech models, leading to the assimilation of inductively - consciously - linguistic rules and ways of their application in speech;
3. Cognitive (cognitive) – conscious mastery of language in a sequence from knowledge in a state of rules and instructions to speech skills and dexterity based on acquired knowledge;
4. Integrated is an organic union of conscious and unconscious particles in the learning process, expressed in the parallel assimilation of knowledge and speech skills.

Based on linguistic and many other factors, M. N.Vyatyutnev tried to classify the directions. He used six directions to group modern teaching methods and identified the following: grammatical, direct, collective, communicative and personal.

As for the word method, which is now close to the word direction, in a general sense the concept of "method" (translated from Greek – research or cognition) is a way to achieve a goal. Being a fundamental category of methodology, teaching methods are a part of the learning system. It is impossible to implement the goals and objectives of training without appropriate teaching methods.

This concept is used in modern science in three different meanings: general methodological (method as a means of cognition, a way of studying truth, phenomena of nature and society), general didactic (as a system of interrelated actions of the teacher and student, ensuring the assimilation of the content of education) and individual didactic (the method as a direction in teaching, determining the strategy of the teacher's educational activity).

In the methodology of teaching foreign languages, historically, a bilateral definition of the method as a separate didactic concept has been formed: a) the method as a direction in teaching (interpretation of the term in a broad sense) and b) the method as a way of teaching a certain side of the language (interpretation of the term in a narrow sense). The table below gives an idea of modern methods of teaching foreign languages:

Table 1.

Methods and directions of teaching foreign languages

The communicative method occupies a leading position among the most active methods of teaching a foreign language. For the English language, other names of the method – "Oxford" or "Cambridge" – are used. Indeed, the basis of this method, which is used in teaching any language in addition to English, came from the joint efforts of teachers – linguists and psychologists from leading British universities.  On the basis of the communicative method, such popular teaching aids as "Headway" and "New Cambridge English Course" (English) were written.

The communicative method is aimed at the simultaneous development of basic language skills (written and oral speech, grammar, reading and listening) in the process of lively voluntary communication.

Teaching a student to communicate in another language is the main task of the teacher. Vocabulary, grammatical structures, phrases in a foreign language are presented to the student in the context of a real emotional state, which contributes to the rapid and strong fixation of the material being studied.

The communicative method presupposes the elimination of the psychological barrier between the student and the teacher. When students begin to feel the lack of distance between themselves and the teacher, and communication with them is interesting and fun, it becomes easier for students to start speaking another language. Many game elements in teaching revive the lesson, maintain the emotional mood of students, and strengthen their motivation. "Pair", "triple" works, participation in discussions on topics of interest to students – all this allows the teacher to take into account the personality characteristics of students, make classes creative and interesting, and at the same time give the teacher full control over the learning process without making the student feel.

This direction is usually called communicative. However, in its early stages, other concepts of functional or meaningful were used as synonyms. The term communicative in relation to language teaching refers to the relationship established by the semantic aspect of the language.

Canale and Swain described communicative dexterity as developing from 4 parts [2]:

• linguistic dexterity – grammatical, lexical semantic and phonological dexterity;
• narrative dexterity - linguistic and semantic communication within a conversation (communication, coherence, gestures);
• socio-linguistic dexterity or understanding of functional aspects of communication (role relationships, personality factors, social and cultural context);
• strategic dexterity-the ability to develop strategies the same applies to copying.

The communicative direction is considered rich and eclectic at the level of language theory, as it defends its next main features [3]:

1.language is a system in conveying meaning.

2.the original function of language is for interaction and communication.

3.the structure of language reflects its functional and communicative use.

4.the initial chapters of a language are not just its grammatical and structural features, but a category of functional and communicative meaning, as we give as an example in a conversation.

Activities and methods of communicative orientation. The communicative direction uses the type of acquisition of selected materials as a way to improve interaction in the classroom and the communicative use of language. Some of the criteria based on these materials and some of the actions and methods derived from them are as follows [3]:

– the information position of transportation, regarding the ability to generate and understand the creation of language transfers from one language environment to another. Actions based on information transfer can be as follows: write some targeted articles that you understand while listening, write sentences from diagrams, and offer your opinion on some images... - the position of information space takes into account the different levels of information between people during communication, which allows you to do some good exercises: students have different details of information and exchange them through questions and answers, students can choose different answers that rhyme as they speak.

Language games are communicative because they have 3 signs of communication:

• information free space, selection and feedback.
• Role-playing games allow you to understand different social contexts and roles, relationships.
• Pair and group work is the most commonly used activity [3].

E. I. Passov: "the issue of organizing educational material in the communicative direction is considered so far only theoretically and in the context of its problems related to teaching the action of pronunciation. And the implementation of the communicative method at all levels in relation to all types of speech activity has not yet been resolved," he emphasizes the relevance of this issue [4].

It is more correct to say that in modern times the communicative method is used as the only rational method, and each teacher uses a practical method with the introduction of communicative details in the method that belongs to him. That is, we involuntarily agree with the words of E. I. Passov, which were mentioned above.

Therefore, the next task is to contribute to the development of the communicative method at all levels, improve the methodological skills of teachers in this direction and achieve tangible results. It is better not to limit yourself to one methodology, but to adhere to an effective direction, taking into account the needs and goals of students.

References:

1. Ляховицкий М.В., Миролюбов А.А. и др. Методика обучения иностранным языкам в средней школе. -М.: Высшая школа, 1991
2. Fernando Cerezal Sierra “Foreign language teaching methods: some issues and newmoves” http://dspace.uah.es/jspui/bitstream/0017/895/1/Foreign%20Language%20
3. Щукин А. Н. «Обучение иностранным языкам: теория и практика». – М.: Филоматис, 2006. – 480 с.
4. Пассов Е.И. и др. Концепция коммуникативного иноязычного образования (теория и реализация). – Спб.: «Златоуст», 2007.