Презентация на тему Lectures №5-6

принципами... понимаются исходные положения, которые, реализуясь в содержании, организации,

методах и приемах обучения, определяют стратегию и тактику обучения» (см. «Современное иноязычное образование: методология и теории», Алматы, 2005, стр. 47).

is a guideline to follow, a comprehensive and fundamental

rule, doctrine or assumption / basis or foundation of smth.

Domineering role of exercises
3. Integration and differentiation
4. Native language

basis

Specific principles
1. Pattern Practice
2. Oral approach
3. Intensive study at the Primary stage
4. Approximation

visuality
3) principle of durability
4) principle of consecutiveness
5)

principle of accessability
6) principle of consciences
7) principle of systematicness

when the linguistic phenomena of the language are taught

consciously by means of

comparing, explanations, demonstrations, historical comments to make the process of acquisition easier, to prevent interference:

the assimilation of the language by the pupils the

teacher must resort to explanation, demonstration and never allow mechanical cramming (or rote learning). Rules can assist and help.

Chinese Proverb saying:
«I can remember 20% - of what

I hear,
I can remember 40% - of what I hear and see;
I can remember 80% - of what I participate in».

solving problems, creating things themselves or when talking about

personal experiences. Participation and flexible exploratory (creative) thinking should be encouraged.

pupils must be actively involved with all their cognitive

mechanisms such as memory (long - term memory and short - term memory), thinking and operations of thinking (analysis, synthesis, induction, deduction, comparison, etc) perception and others.

on the part of the T and the learners:

choral, individual work, work in small groups (problem - solving, project work, etc). But the T should bear in mind that students are different: extraverts and introverts display their activity differently.

realized in the following ways:
From the very beginning pupils

are taught living speech, not just sounds and words. Using living Speech, answering questions in a foreign language is actively using the language while pronouncing sounds and words is just passively following directions to reproduce things, not to create them.
Pupils are taught to think in a foreign language. Thinking is an active process.
In the early Stages of FLT the new material is introduced and activated orally. For this different types of oral exercises are used.

realized in the following ways:
Throughout the FLT course! practice

precedes theory.
A wide use of choral, individual work, work in pairs, work in small groups of three and four etc... that provide interaction.
Correction of mistakes should be sparing and not interfering. It is not necessary to correct every mistake.
Activeness is largely dependent upon interest.

and he will eat it all day long; show

him how to fish and he will eat all the year round".

reasoning
variety of means of classroom organization, learner roles etc.
enjoyment;

it is most likely that learners will be motivated if they find the activity stimulating and interesting.

the lesson.
creativity - giving the learners an opportunity to

use the knowledge and skills in an individual and personal way.
atmosphere - creating a positive learning climate so that learners feel that they can participate and lake risks.

twisters at the end of the lesson, otherwise the

pupils will not desire to return to the ordinary lesson again:
Inky, pinky, ponky. My daddy bought a donkey. The donkey died, daddy cried; Inky, pinky, ponky.

or quality and designed to achieve a result is

called an exercise.

It is characterized by the following:
an exercise always has an objective;
it is always aimed at smth;
it presupposes numerous repetitions.
Any ex. is based on the formation of stereotypes;
they must provide the formation of habits;

on what habits they form.
the minimum of ex. necessary

for the formation of habits and skills depends on certain conditions of teaching (learning). Ушинский: «Системность упражнений - есть первая основа успеха». The importance of a system of ex-s consists in the fact that it provides organization of the process of teaching and organization of the process of learning.
ex-s fulfill different functions depending on the objectives of FLT.
The idea of system of ex-s in FLT in our country was first advocated in the early 40-s - Gruzinskaya.

importance to visuality or to the use of visual

impressions in FLT is consistent with the psychological principle of associative memorization and with Pavlov's theory of the 2 signaling systems.

subjects is also a main requirements of Modern didactics.

Visuality

is of 3 kinds
object
graphic
language

systematically, not mechanically. The didactic principle of systematicness demands

not only planned and systematic work by the teacher but also the acquisition of systematic knowledge by the pupils.

should correspond to the mental powers of the learners;

it should be neither too difficult, nor too easy or too childish for them; gradation of difficulties is also an indispensable condition of accessibility.
it should be rightly dozed;
it should be properly graded.

apart from other didactic principles, as it determines the

nature not of the teaching but of the assimilation of the material by the pupils.

of consciousness;
active or awakened - in the field of

consciousness when the system of nerve paths to which they correspond has become excited in response to some stimulus.

repetitions of 2 kinds:
 revision
drills

unknown, from simple to more complex, from proximate to

more distinct.

MFL EDUCATION
METHODOLOGICAL PRINCIPLES
COMMUNICATIVE
LINGUOCULTURAL
COGNITIVE
SOCIOCULTURAL
CONCEPTUAL
DEVELOPMENTAL-REFLEXIVE
STUDENT-CENTERED

the main guidelines which being realized in the organization

of FLT process, its content, methods and means of teaching determine tactics and strategies of teaching.

system of methodological principles.
Cognitive activity of a person is

a universal quality which characterizes every individual in his process of cognition of the world, creating his own vision of the world, his cognitive image of culture of the country, whose language they study and of their own country.

creates mental constructions, cognitive structures, frames of knowledge about

the world, a system of knowledge of the target language.

are inseparable in FL teaching; it also suggests the

formation of “linguacultural complexes”.

are formed on the basis of the native language

and culture of the learners as the “subjects of intercultural communication” in the process of their resocialization.