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Methodology in foreign languages teaching as a science.

The word “method” primarily means way or manner of doing something. It is a word of international currency, borrowed into all European languages thorough the Latin “Methodus” from the Greek “Methodos”.

Methods of foreign language teaching is understood here as a body of scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. The English word “method” is likewise used to designate a branch of study. Methods (Методика) as a branch of study is the science of ways or manners (methods) of teaching. Methods of foreign language teaching - is the science of methods teaching foreign languages. It covers three (sometimes four) main problems:

1) Aims of teaching a foreign language = why to teach a foreign language.

2) Content of teaching, i.e. what to teach to attain the aims.

3) Methods and techniques of teaching, i.e. how to teach a foreign language to attain the aims in most effective way to meet modern requirements.

4) Whom to teach .

We must distinguish between General methods (общая методика) and Special methods (частная методика).

By General methods we mean the methods dealing with general problems of foreign language teaching irrespective of the language taught (whether it is English, German or French).

By Special Methods we mean Methods of Teaching of a particular foreign language, i.e. the teaching of a definite foreign language is treated .

The English word “method” has, accordingly, two meanings. It expresses (1), as does the corresponding Russian word, a way of doing something, and (2) unlike the Russian word, that branch of knowledge and study which deals with ways of teaching. In the first meaning, besides denoting a more or less complex procedure consisting of a series of interconnected acts, the English word, more often than its Russian counterpart, is employed to designate a single teaching device, or a single form of procedure in teaching. (прием).

In its second meaning, the English word usually specifically qualified, may denote the body (совокупность)of the ways of teaching (1)any subject instruction, (2) foreign language generally, (3)any particular foreign language, or (4) any particular aspect of instruction in a foreign language, such as speech, reading, phonetics, grammar, etc. In pedagogical process the term “methods” (методика) used in three meanings .In its first meaning it means the subject of instruction, for example (Tomorrow we have methods according to the timetable), the second meaning is the sum total of all ways (methodological) of instruction ( I like our teacher’s methods), in the third meaning it means the theory of instruction and a special subject.

Aims in foreign languages teaching methodology.

The aims of foreign Language Teaching Aims are the first most important consideration in any teaching. The teacher should know exactly what his pupils are expected to achieve in learning his subject, what changes he can bring about in his pupils at the end of the course, at the year term, month ,week, and each particular lesson i.e. he should know the aims and objectives of foreign language teaching in schools.

The aims of foreign language teaching are threefold: Practical, Educational, and Cultural. Practical - pupils acquire habits and skills in using a foreign language;

Educational -They develop their mental abilities and intelligence in the process of learning the foreign language;

Cultural -pupils extend their knowledge of the world in which they live.

Practical aims are consequent on the basic function of language, which is to serve as a means of communication. International intercourse is realized directly, through the spoken language or indirectly, through the written language, i.e. through printed, or hand – or type written texts. Therefore the school programs set forth the following practical requirements: the instruction must be such as to ensure that the graduates can converse in the foreign language on simple everyday subjects, using the speech material dealt with in the course, can read and understand without a dictionary an easy text in foreign language, and with the occasional use of a dictionary a text presenting moderate difficulties and can express in written form simple thoughts(wrote a short letter).

The foreign language as a school subject differs from other subjects of the school curriculum. Whereas the teaching, for instance of history is mostly connected with the imparting of historical laws and facts which pupils are to learn and the mother tongue leads to the mastery of the language as a system so that pupils will be able to use it more effectively in oral and written language, the teaching of a foreign language should result in pupils’ gaining one more code for receiving conveying information; same purpose as the native language: to use it as a means of communication. The practical aims in teaching a language are four in number: hearing, speaking, reading and writing.

In foreign language learning all forms of work must be in close interrelation, otherwise it is impossible to master the language. However, attention should be given mainly to practice in hearing, speaking, and reading. Thus pupils must achieve a level in their knowledge of the language, which will enable them to further develop it at an institute or in their practical work.

Educational aims. Learning a second language is of great educational value. Through a new language we can gain an insight into the way in which words express thoughts, and so achieve greater clarity and precision in our own communications. When learning a foreign language the pupil understands better how language functions and this brings him to a greater awareness of the functioning of his own language.

Since large is connected with thinking through foreign language study we can develop the pupil’s intellect. Teaching a foreign language helps the teacher develop the pupils’ voluntary and involuntary memory, his imaginative abilities, and will power.

Teaching a foreign language contributes to the linguistic education of the pupil, the latter extends his knowledge of phonic, graphic, structural, and semantic aspects of language through contrastive analysis of language phenomena. In teaching a foreign language the teacher is called upon to inculcate in pupils the scientific outlook, to prepare the young people for an active participation in production and other types of socially useful activities.

Cultural aims. The cultural aims mentioned in the school programs of foreign language imply the following tasks widening the pupil’s general and philological outlook developing their powers of abstract thinking, cultivating their sense of beauty and their appreciation of art. The reading of texts (English) is acquainting the pupils’ with the life and culture of the English - speaking nations, and with their manners and customs, will contribute to the mental growth of the pupils.

Later the ability of reading English and American authors in the original and texts in the English language reflecting the culture of the countries where that language is spoken will like wise serve the pupils as a means of attaining a higher general educational level.

Foreign language teaching should promote pupils’ general educational and cultural growth by increasing their knowledge about foreign countries and by acquainting them with progressive traditions of the people whose language the pupil gains a deeper insight into the nature and functioning of language of language as a social phenomenon.

Content in foreign languages teaching methodology.

Content of foreign language Teaching

What to teach or the content of foreign language teaching is one of the main problems the Methods deals with.

The following component constitute the content of foreign language teaching in schools Instruction in a foreign language comprises ,like instruction in other school subjects (a) the imparting of knowledge, (b) the formation of habits, and (c) the development skills.

1. The first component of “what to teach” (content) is habits and skills which pupils should acquire while learning a foreign language. Habits are series of connected acts which have become automatic or semi - automatic as the result of repetitions.

Skills - are combination of specific useful habits, serving a definite purpose and requiring the application of definite knowledge.

The four basic skills to be acquired as the result of the study of a foreign language they are the ability to understand the language when heard, to speak it, to read it, and to write it. In other words they are hearing (language comprehension), speaking, reading, and writing. The level of habits and skills is determined by the syllabus for each form.

2. The second component of “what to teach” is a linguistic one. It includes on the one hand ,language material, such as sentence patterns, utterance - patterns, pattern-dialogues, text different in style arranged in topic and serving as starting points for the development of oral language and written language, which allows the teacher to reach the practical educational, and cultural aims set by the syllabys. For example, in the junior stage (4x5 forms) pupils should speak and read about school, home, town and countryside, nature, psychical training and sports.

On the other hand, linguistic material.

I.e. phonology, grammar and vocabulary, is carefully selected for the purpose.