Interactive Methods of Teaching Foreign Languages
INTERACTIVE METHODS OF TEACHING FOREIGN LANGUAGES
Oksana Siutkina (Kyiv, Ukraine)
A wide variety of foreign language teaching methods developed in the 20th century. This fact strongly influenced the process of second language teaching and learning. Teachers choose the method that seems to them the most convenient and appropriate. However, it is a quite subjective and individual process. Basic teaching methods can be classified into the following categories:
1) structural methods: the grammar-translation and the audio-lingual method;
2) functional methods: situational language teaching;
3) interactive methods (communicative language teaching, direct method, language immersion, natural approach, proprioceptive language learning method, silent way, storytelling, teaching proficiency through reading, total physical response etc.)
Kevin Yee, the author of interactive techniques, considers interactive methods to be the most effective ones. They involve a collection of more than 100 teaching strategies that aim to engage students in studying process. Most of them encourage the natural acquisition of language, not learning. There is an important distinction between language acquisition and language learning. Children acquire language through a subconscious process during which they do not study grammatical rules. The same as they acquire their first language. Acquiring language, the learner needs a source of natural communication. Language learning, on the other hand, is not communicative. In language learning, students have just knowledge of the language and can operate it. Research has shown, however, that knowledge of grammar rules does not necessarily result in good speaking or writing. A student who understands the rules of the language may be able to succeed in a standardized test of English language but may not be able to speak or write correctly [3].
Using the direct method for sure will give considerable results in acquiring language. The main peculiarity
Oksana Siutkina (Kyiv, Ukraine)
A wide variety of foreign language teaching methods developed in the 20th century. This fact strongly influenced the process of second language teaching and learning. Teachers choose the method that seems to them the most convenient and appropriate. However, it is a quite subjective and individual process. Basic teaching methods can be classified into the following categories:
1) structural methods: the grammar-translation and the audio-lingual method;
2) functional methods: situational language teaching;
3) interactive methods (communicative language teaching, direct method, language immersion, natural approach, proprioceptive language learning method, silent way, storytelling, teaching proficiency through reading, total physical response etc.)
Kevin Yee, the author of interactive techniques, considers interactive methods to be the most effective ones. They involve a collection of more than 100 teaching strategies that aim to engage students in studying process. Most of them encourage the natural acquisition of language, not learning. There is an important distinction between language acquisition and language learning. Children acquire language through a subconscious process during which they do not study grammatical rules. The same as they acquire their first language. Acquiring language, the learner needs a source of natural communication. Language learning, on the other hand, is not communicative. In language learning, students have just knowledge of the language and can operate it. Research has shown, however, that knowledge of grammar rules does not necessarily result in good speaking or writing. A student who understands the rules of the language may be able to succeed in a standardized test of English language but may not be able to speak or write correctly [3].
Using the direct method for sure will give considerable results in acquiring language. The main peculiarity
References: 1. Asher, James J. (1979). ‘Learning Another Language Through Actions’. 2. Asher, James J. (2009). ‘The Total Physical Response (TPR): Review of the evidence’. http://www.tpr-world.com/tpr_review_evidence.html 3. Haynes, Judie. (2005). ‘Language Acquisition VS Language Learning. http://www.everythingesl.net/inservices/language_acquisiti_vs_language_02033.php 4. Pinker, Steven (2012). ‘Language Acquisition’. 5. Wilson, Reid. (2000). ‘Helping Language Learners Learn Language’. http://www.languageimpact.com/articles/rw/krashenbk.htm.