Ever since the builders of the Tower of Babel began to speak different languages, society began to need translators. Interpreters were valued everywhere. Until recently, foreign language was more of a hobby than a cruel reality. Knowing a foreign language meant being an aesthete, belonging to a certain circle, or (the most harmless option) being known as an eccentric. But times are changing...
Any house, as you know, begins with an architectural plan. Now we are less and less afraid of a huge fortress called "Foreign Language", on top of which a flag (most often British) proudly flies. And, in this case, this necessary plan knowledge of modern methods of study will serve.
AT recent times, when the educational technology market is replete with proposals for a wide variety of methods for learning English, the question "What method do you teach?" is becoming increasingly relevant, which indicates an increase in the culture of consumption of intellectual products. The perplexed applicant, student or businessman (but also a student) is increasingly frozen in front of bookshelves with linguistic literature and media aids or thoughtfully looking through a long list of advertisements. One of the selection criteria is the price, but the main one is... "English in two weeks", "Communicative method of teaching English", "English with the English in Moscow", "Effective express method", "English at the subconscious level", eventually. So many new and unknown! And this gives rise to doubts about the results. Can modern technology be trusted? Or give preference to well-established "brands" - such as "Bonk", "Eckersley" or "Headway", gradually turning into the category of methodical classics?
It is clear that at the end of the 20th century in Russia there was a "revolution" in the methods of teaching English. Previously, all priorities without a trace were given to grammar, almost mechanical mastery of vocabulary, reading and literary translation. These are the principles of the "old school", which (to give it its due) still bore fruit, but at what cost? Language acquisition was carried out through long routine work. The tasks were offered rather monotonous: reading the text, translating, memorizing new words, retelling, exercises on the text. Sometimes, for the sake of a necessary change of activity, an essay or dictation, plus phonetic drill as a rest. When priorities were given to reading and working on "topics", only one function of the language was realized - informative. It is not surprising that few people knew the language well: only very purposeful and hardworking people could master it at a high level. But in terms of grammar, they could easily compete with Cambridge graduates! True, they received good compensation for their work: the teaching profession foreign language or a translator was considered very prestigious among us.
Now to achieve such a still high social status It also requires a lot of diligence, perseverance and everyday work. But what is truly "revolutionary" is that language has become, in one form or another, accessible to the majority. And the offer is increasingly focused on the consumer. Why, for example, should a secretary acquire knowingly unnecessary knowledge about palatalization of consonants or actual articulation English sentences? A secretary-referent or a manager who has an 8-hour, or, as they say now, "monopoly" work in the office, is focused on the development of very specific knowledge and skills, that is, on the consumption of a specific market segment of educational offers for learning English. A well-known specialist in the field of linguistics and methods of teaching a foreign language S.G. Ter-Minasova rightly notes that recently language learning has become more functional: "Unprecedented demand required an unprecedented supply. Unexpectedly, foreign language teachers found themselves in the center of public attention: legions of impatient specialists in various fields of science, culture, business, technology and all other areas human activity demanded the immediate teaching of foreign languages as a tool of production. They are not interested in either the theory or the history of the language - foreign languages, primarily English, are required by them exclusively functionally, for use in various spheres of society as a means of real communication with people from other countries.
With the form of education, the situation has also become noticeably simpler: going to the office, one-on-one lessons with a teacher, going to a student's house, "weekend" groups, for busy and not very busy, for "pioneers" and pensioners ...
It remains to solve the main question: what is the content of the course, its structure and teaching methods? Who is the author of the proposed material, where was this material developed and by whom was it tested?
Language teaching has acquired an applied character, while earlier it was relatively abstract and theorized. Even Aristotle brought out the famous triad of teaching ethics, which is the best match with modern requirements: logos - the quality of presentation, pathos - contact with the audience, ethos - attitude towards others. This rule is true for a speaker, and for an actor, and for a teacher of a foreign language, whose role also involves the first two incarnations. The functions of the teacher in the educational process have changed significantly. A teacher-mentor, a teacher-dictator is not able to provide students with freedom of choice and ensure the "freedom of learning" necessary in comprehending such a subtle matter as language. Therefore, such a negative pedagogical image is gradually becoming the property of history. He was replaced by a teacher-observer, a teacher-intermediary, a teacher-"pacifier" and leader "Although the personality of the teacher in this case fades into the background, its influence on the audience, which, in turn, becomes more intimate, does not decrease, but On the contrary, it is the teacher who is the organizer of group interaction in most modern - Russian and foreign - courses (the ideal team for learning a foreign language is currently considered a group of 10-15 people, since it is this number of people who can communicate with each other with maximum effect , interest and benefit).
Progress and fundamental changes in the methods of language learning are undoubtedly associated with innovations in the field of personality and group psychology. Now there are noticeable changes in the minds of people and the development of new thinking: there is a need proclaimed by A. Maslow for self-actualization and self-realization. The psychological factor of learning foreign languages is being promoted to a leading position. The authenticity of communication, balanced demands and claims, mutual benefit, respect for the freedom of other people - this is a set of unwritten rules for building constructive relationships in the "teacher-student" system.
The fifth, but by no means least important element of this system is choice. He appeared in a student who can attend a course that best suits his needs. In the classroom, the student is no longer limited in the choice of speech means and his own speech behavior. The teacher is also not constrained in choosing: teaching methods and techniques - from games and trainings to simultaneous translation; in the organization of classes; in the choice of textbooks and teaching aids - from a wide range of domestic publications to the products of Oxford, Cambridge, London, New York and Sydney. The teacher can now select, create, combine, modify.
Fundamental Method
It is indeed the oldest traditional technique. This is how the lyceum students taught Latin and Greek, while French was absorbed naturally, along with strict suggestions from governesses and communication with maman and papan. The classical method, like no other, fits the description of the "fortress capture plan": a phonetic cipher, visual representations of syntactic constructions, an obligatory lexical stock... The student clearly understands: in order to pass for Sir Tranquility, Monsieur Gallantry or Herr Sanity, he: a) is ready to spend 2-3 years; b) stock up on patience (study begins with the basics); c) must remember how in the native, "great and mighty", subject, object can be expressed, and what it is in general - syntax ...
The fundamental methodology is seriously relied upon in language universities. A translator is never sure of his knowledge of a foreign language, he perfectly understands the unpredictability of emerging speech situations. Studying according to the classical method, students not only operate with a wide variety of lexical layers, but also learn to look at the world through the eyes of a "native speaker" - a native speaker.
Perhaps the most famous representative of the classical methodology of teaching a foreign language is N.A. Bonk. Her English textbooks, written jointly with other authors, have long become classics of the genre and have withstood the competition. recent years. The classical method is otherwise called fundamental: no one promises that it will be easy, that you won’t have to study at home and the teacher’s experience will save you from mistakes in pronunciation and grammar. But the reward will be, by developing the metaphor of the fortress, the state of a real local resident who knows how not to get lost in the labyrinth of the subjunctive mood or the past tense.
And further. The fundamental technique assumes that your favorite question is "why?" That you are not satisfied with the explanations "it is necessary", but are ready to plunge into an interesting, complex and very logical world, whose name is the language system.
Classical approach to learning a foreign language
In this regard, the classical approach to the study of a foreign language has also been somewhat transformed, but the unshakable principles of the "classics" of domestic language methods have been preserved. Sometimes they are actively used in schools of other methodological areas. The classical course is aimed at students of different ages and most often involves learning the language from scratch. The tasks of the teacher include traditional, but important aspects of pronunciation, the formation of a grammatical base, the elimination of the psychological and language barriers that impede communication. "Classics" has not changed the goals, but the methods, due to the new approach, are already different.
The classical approach is based on the understanding of the language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed systematically and harmoniously among students. The classical technique partly turns the language into an end in itself, but this cannot be considered a disadvantage. Such an integrated approach is aimed, first of all, at developing the ability of students to understand and create speech. The methodology involves classes with Russian teachers, but such an order (although not quite "fashionable") cannot be considered a minus: a teacher who is not a native speaker has the ability to analyze and compare two language systems, compare constructions, better convey information, explain grammatical rules, alert possible errors. The general enthusiasm for foreign specialists is a temporary phenomenon, because the Western world has appreciated the priority of bilingualism (knowledge of two languages). The greatest value in modern world represent teachers who are able to think in the context of two cultures and convey to students the appropriate set of knowledge.
Linguistic sociocultural method
One of the most serious and comprehensive methods of learning a foreign language is linguo-socio-cultural, involving an appeal to such a component as the social and cultural environment. Proponents of this method are firmly convinced that the language loses its life when teachers and students aim to master only "lifeless" lexico-grammatical forms. Someone remarked that "personality is a product of culture." Language, too. And most convincingly this is confirmed by our linguistic errors. An English learner may use the grammatically correct expression The Queen and Her relatives, but a Brit will have difficulty understanding what The Royal Family means; or, for example, a phrase such as the Hero - the spokesman for the ideas of the author was translated by the sentence "The hero is the loudspeaker of the author" ("the author's loudspeaker"), and ideally it was required to use "mouthpiece". Such oddities are quite common. Let us turn to more subtle matters: for example, if for our compatriot who has a superficial command of the language, the difference between the expressions Don "t you want to go? and Would you like to go? is not very big, then for the British it is fundamental, because the first he perceived as not the best tone. business communication What questions are you interested in? often translated as "What problems are you interested in?", not taking into account that in English the word "problems" has a persistently negative connotation. Correctly this question will sound: "What issues are you interested in?"
Most of the methods initially allow such "blunders", writing them off as "ignorance of the country." But at the present stage, when interest in individual cultures and nations is constantly increasing, such mistakes are already unforgivable. The linguo-sociocultural method takes into account the simple fact that 52% of mistakes are made under the influence of the native language, and 44% lie within the language being studied. Previously, they monitored the correctness of speech; now, in addition to this, they are striving to increase its content. The meaning of the transmitted information is important, that is, the communicative level, because in any case, the ultimate goal of communication is to be understood.
The linguosociocultural method includes two aspects of communication - linguistic and intercultural. our lexicon has been replenished with a new word bicultural - a person who is easily oriented in national characteristics, history, culture, customs of two countries, civilizations, if you like, worlds. For a student of a language university, what is important is not so much a high level of reading, writing, translation (although this is by no means excluded), but "linguo-socio-cultural competence" - the ability to "dissect" a language under the microscope of culture.
The linguosociocultural method was born at the intersection of the concepts of language and culture. The authors of the methodology (among them one of the main places is occupied by S.G. Ter-Minasova) approached these definitions in a different way.
The classics, in particular Ozhegov, understood language as "a tool for communication, exchange of thoughts and mutual understanding of people in society." Dahl treated the language more simply - as "the totality of all the words of the people and their correct combination, to convey their thoughts." But language as a system of signs and a means of expressing emotions and moods is also found in animals. What makes speech "human"? Today, language is "not only a vocabulary, but a way of expressing oneself". It serves for "the purposes of communication and is capable of expressing the totality of a person's knowledge and ideas about the world." In the West, language is understood as a "system of communication", which consists of certain fragments and a set of rules used for the purpose of communication. A very important difference in Western linguistic thinking is the understanding of the language not only in connection with a certain state, but also with a certain part of the country, region, etc. With this approach, the language goes hand in hand with the culture of a part of the country, region, that is, with the ideas, customs of a certain group of people, society. Sometimes culture is understood as society itself, civilization.
We believe that the definition of supporters of the linguo-socio-cultural method does not exaggerate the power and importance of language in the modern world. In their opinion, language is "a powerful social tool that forms a human flow into an ethnic group, forming a nation through the storage and transmission of culture, traditions, public self-consciousness of a given speech complex. With this approach to language intercultural communication- First of all, "an adequate mutual understanding of two interlocutors or people exchanging information belonging to different national cultures." Then their language becomes "a sign that its speakers belong to a certain society."
However, culture often acts not only as a means of uniting, identifying, but also as a tool for separating people. For example, in medieval Russia, a foreigner was first called a German, that is, "mute", who did not speak the language, then a foreign guest began to be called a stranger, that is, "a stranger among his own." And, finally, when the national consciousness made it possible to smooth out this opposition of "friends and foes", a foreigner appeared. If you think about the meaning of the Russian word foreign, then the origin of the "conflict of cultures" becomes clearer: "Its internal form is absolutely transparent: from other countries. Native, not from other countries, culture unites people and at the same time separates them from other, foreign cultures. In other words , native culture is both a shield that protects the national identity of the people, and a blank fence that fences off from other peoples and cultures.
The linguosociocultural method combines linguistic structures (grammar, vocabulary, etc.) with extralinguistic factors. Then, at the junction of a worldview on a national scale and language, that is, a kind of way of thinking (let's not forget that a person belongs to the country in whose language he thinks), that rich world of language is born, about which the linguist W. von Humboldt wrote : "Through the diversity of the language, the richness of the world and the diversity of what we learn in it are revealed to us ..." The linguo-sociocultural method is based on the following axiom: "Sociocultural structures are the basis of linguistic structures." We learn the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, perceptions.
The purpose of learning a language with this method- facilitating the understanding of the interlocutor, the formation of perception at an intuitive level. Therefore, every student who has chosen such an organic and holistic approach should treat the language as a mirror that reflects the geography, climate, history of the people, their living conditions, traditions, way of life, everyday behavior, creativity.
Communicative approach
The communicative technique, as its name implies, is aimed precisely at the possibility of communication. Of the 4 "pillars" on which any language training is based (reading, writing, speaking and listening comprehension), increased attention is paid to the last two. You will not hear particularly complex syntactic constructions or serious vocabulary in the classroom. The oral speech of any literate person is quite different from the written one. Try to keep track of yourself during the day: how many long sentences did you use? Constructions in the subjunctive mood? Unfortunately, the epistolary genre is becoming a thing of the past, and if our descendants judge us only on the basis of e-mails and other "monuments" of online literature, then their opinion is unlikely to be flattering ...
However, it would be a mistake to think that communicative method intended only for light small talk. Those who want to be a professional in a particular field regularly read publications on their subject in foreign publications. Possessing a large vocabulary, they easily orient themselves in the text, but it costs them enormous efforts to maintain a conversation with a foreign colleague on the same topic. The communicative method is designed, first of all, to remove the fear of communication. A person armed with a standard set of grammatical structures and a vocabulary of 600-1000 words will easily find mutual language in an unfamiliar country. However, there is a flip side of the coin: clichéd phrases and a poor vocabulary. Add to this a lot of grammatical errors, and you will understand that the only way not to pass for, let's say, a stupid interlocutor is increased attention to partners, knowledge of etiquette and a constant desire to improve. Those who study according to the communicative method are "light cavalry". They prance under the walls of the fortress, make swift attacks and want to rip off the flag, not noticing how beautiful the besieged citadel is.
One should not lose sight of the fact that another clear gradation of English teaching methods goes along the line "our-foreign". There are not so many foreigners. If we discard American English and the TOEFL test as a kind of indicator of the results of language learning, then there are two monopolists in the field of teaching British English - Oxford and Cambridge. Both these university centers and other educational institutions work with certain publishing houses, therefore, under one brand or another, for example, a textbook developed in Birmingham or Leeds can be offered. Both publishing houses strive to maintain their prestige, so there is no doubt that world-class products are coming to the Russian market. Their mutual competition is a guarantee of quality.
The Oxford and Cambridge approaches to language are united by the fact that most of the courses are based on a communicative methodology, integrated with some traditional teaching elements. It involves the maximum immersion of the student in the language process, which is achieved by reducing the student's appeal to his native language to a minimum. The main goal of this technique is to teach the student to speak the language fluently first, and then to think in it. It is also important that mechanical reproducing exercises are also absent: their place is taken by game situations, work with a partner, tasks for finding errors, comparisons and comparisons, involving not only memory, but also logic, the ability to think analytically and figuratively. Textbooks often contain excerpts from an English-English dictionary. It is Anglo-English, and not Anglo-Russian, French, Italian, etc. The whole complex of techniques helps to create an English-speaking environment in which students must "function": read, communicate, participate in role playing express your thoughts and draw conclusions. Oxford and Cambridge courses are focused on developing not only language knowledge, but also the creativity and general outlook of the student. The language is very closely intertwined with the cultural characteristics of the country, therefore, the courses certainly include a regional aspect. The British consider it necessary to give a person the opportunity to easily navigate in a multicultural world, and this is easily done with the help of such a powerful unifying factor as the English language. We have not yet overcome isolation enough to understand the importance and inevitable necessity of this aspect. For Britain, for all its legendary traditionalism, globalization is by no means an empty phrase, but a serious problem, the solution of which is already being sought.
If we go down "from heaven to earth" and return to the problem of course organization, then this can easily be done using the example of the Headway textbook, which occupies one of the leading places in the ratings of Russian courses. This is a course (or English learning system) specially designed by London-based educators John and Liz Soars for youth and adults. Each of the 5 levels (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate) has its own "methodical set", which includes a textbook, a book for students and a teacher, audio cassettes, and can be mastered within about 120 academic hours. Since Liz Soars has extensive experience as an examiner for The Cambridge RSA Dip TEFL, at the end of any level of the course, the student can try to pass the certification exam and receive a certificate.
Each lesson consists of several sections. The first is usually devoted to the development of speaking skills (for example, the fact-file of a famous person is discussed) and the analysis of some grammatical structures, the completion of a written task on the practice of communication, discussion in pairs of certain topics, the practice of compiling dialogues based on the suggested prompts, listening to audio cassettes, as well as consolidating and repeating the material covered in previous classes. The second is aimed at developing language skills (skills development): "honing" the vocabulary through oral and written exercises. This is followed by work with text (characteristic of English textbooks feed - small numbered paragraphs), and reading is also varied (scan reading, reading for gist, summary reading, etc.). Work on the text, as a rule, is preceded by classes in pairs, answers to questions, filling in tables. All this well orients the student to the perception of subsequent information, stimulates interest in reading. The lesson usually ends with an audio part, which is also preceded by various exercises that make it easier to perceive new material. A distinctive feature of the "Headway" course is the study of grammar at two levels: first in the context of the lesson, and then more fully in the student's workbook (self-study and revision exercises); it is also summarized at the end of the tutorial in a special appendix. The kit also includes the book "Headway Pronunciation", which allows you to practice both pronunciation of words and intonation - at least important aspect language palette.
So, if we sum up, or, in English, make a summary, British methods have a number of distinctive features. Most of them are developed on the basis of the integration of traditional and modern methods teaching. Differentiation by age groups and a multi-level approach provide an opportunity for the development of an individual human personality, influence its worldview, value system, self-identification, and ability to think. Simply put, the now popular individual approach is at the forefront. Without exception, all British methods are aimed at developing four language skills: reading, writing, speaking and listening. At the same time, great emphasis is placed on the use of audio, video and interactive resources. Due to the variety of teaching methods, among which one of the leading places is occupied by language technologies, British courses contribute to the formation of the skills necessary for a person in modern business life (the ability to make a report, make presentations, correspond, etc.). The indisputable "advantages" of British developers are the preparation of a course based on authentic material, great attention to style, the desire to teach "situational" and "live" English through "life" examples of semi-real characters. Some (but not all) methods are distinguished by good systematization of the material. Perhaps the British methods - the best way for those who want to learn "real English" or have a narrowly specific goal of linguistic training.
Intensive technique
Especially popular is the intensive method of teaching English. She helps out everyone for whom the phrases "time is money" and "money is time" are equivalent. A high degree of stereotype allows you to study English intensively - this language consists of clichés by 25%. By memorizing and practicing a certain range of "set expressions", you can, in principle, explain yourself and understand the interlocutor. Of course, those who choose the intensive will not be able to enjoy reading Byron in the original, but the goals of this course are completely different. The intensive method is aimed at the formation of "expressive speech behavior", and therefore often has a linguistic character. Good courses will most likely provide you with opportunities for unlimited communication and maximum realization of your potential, and your needs will be the "focus" of the course. Each student will be able to feel like a person. And the training methods, most likely, will be dialogical communication and trainings.
As for the timing, it is difficult to learn English even at the simplest level "in two weeks" even in a fantastic dream, but in 2-3 months it is already more real.
"What is our course? - A game, a game..." Yes, the Queen of Spades fans will forgive us - the temptation to alter the textbook phrase was too great. There are many methods whose motto can be such a line. They are united under the general word non-traditional. In fact, none of the methods is a system that is impenetrable to external influences.
Emotional-semantic method
The origins of the emotional-semantic method of studying foreign languages is the Bulgarian psychiatrist Lozanov, who worked with patients according to his own method of psycho-correction. He created the so-called. "interest groups" and learning a foreign language was a medical tool. In Moscow, Lozanov's developments are used in 2 language schools: "System-3" and "School of Kitaygorodskaya" Naturally, the methods of Igor Shekhter and Galina Kitaygorodskaya differ from Lozanov's system as much as their students differ from the patients of the Bulgarian doctor.
The Kitaigorodskaya school has been working for 25 years according to the methodology of the same name, built on a combination of Lozanov's developments with a fundamental course, and accepts both adults and children.
Schechter's method involves free language communication between the teacher and students from the first lesson. Students choose a middle name for themselves, familiar to the native speaker of the language being studied, and the corresponding "legend" - an architect from Glasgow, a violinist from Palermo, etc. The essence of the method is that phrases and constructions are remembered naturally: do you remember about Moscow papan and maman? It is well known that many of the capital's nobles who lived at the turn of the XVII-XIX centuries, in the words of Pushkin, "knew Russian poorly." The patriotic wave of linguistics swept high society only after the events of 1812 (How unexpectedly Russian speech sounded in a letter from Julie Karagina to her friend Princess Volkonskaya!) To some extent, Russian nobles could be considered the forerunners of those who study the language according to the Schechter method. In his school "System-3" they abandoned the installation of the creator of the method, who argued that the student must "reach" the basic grammatical rules on his own. Grammar courses serve as bridges between the levels of education (there are 3 in total). It is assumed that after the first stage the student will not get lost in the country of the language being studied, after the second stage he will not get lost in the grammar of his own monologue, and after the third stage he will be able to be a full participant in any discussion.
Preparation for tests and qualifying exams
They crown the vast methodological "building" of the preparation program for tests and qualifying exams. In order to pass the test effectively, it is best to contact a language school or English courses, which have been specializing in preparing students for certain certificates for quite some time (someone cooperates with the USA using the TOEFL method; there are colleges that help to obtain an ESOL certificate from Pitman University (UK). ); most courses give you the opportunity to get CAE or GMAT).
Tests are divided into levels, and the preparation method depends, first of all, on the student's knowledge base. It should be taken into account that the test does not provide any additional knowledge, it is only a verification and certification of the already existing "baggage". Therefore, test methods do not serve to learn the language: they help the student to better present themselves in the exam, encourage him to repeat sections of grammar, vocabulary, and focus on specific forms of work.
Although today there are several options for test scales, they do not fundamentally differ from each other. As a rule, the scale includes the following 7 levels: beginner, elementary, pre-intermediate (or lower intermediate), intermediate, higher intermediate, advanced (or near native). The majority of foreign courses are built on the same level principle.
Since, in part, we have already adopted this productive experience, the placement test - an introductory test when selecting a group that determines your level of language proficiency - can be offered to you at many domestic courses. In addition, within the framework of any methodology for teaching English, current control tests- progress tests. They are divided into tests that control reading comprehension (Reading Comprehension), freedom of communication (Communicative Competence) and cultural knowledge (Cultural Knowledge). In addition, the teacher is free to offer any other test - for example, to check the vocabulary of a lesson, which is often called a quiz.
"Aerobatics" of test methods - preparation for foreign exams. If you are pursuing the goal of successfully passing them, you will need not only knowledge, but also speed, the ability to concentrate, discard unnecessary information, highlight the main thing, as well as the ability to show the maximum creativity when writing an essay. Obtaining a diploma or certificate is a qualification and a guarantee of employment, therefore it requires a particularly serious approach and preparation.
So, in the domestic methodological market there are products for every taste, and it remains only to decide on the goals, means, and most importantly, the methods. Then the choice of courses and training programs will not be so difficult...
The need for translation appeared thousands of years ago, as early as the time of Homer and Aristotle. This need for knowledge of foreign languages has remained to this day. And now the quality of teaching has become very important, because a lot of programs and methods have been formed in the world that are suitable for a certain type of people. It is about such teaching methods that you will learn today.
1. Fundamental methodology
The classical program, according to which Greek and Latin were taught in ancient times. This method can be called the "fortress capture plan". An English teacher tries to teach phonetics to a student, syntactic constructions, vocabulary, grammar, etc. It is worth noting that the study according to the fundamental methodology is characterized by its slowness and can last 2-3 years or more.
This methodology is widely used in language universities. The most prominent teacher who practices this method is N.A. Bonk, whose textbooks have become real classics.
Quick and high-quality results are obtained by the method of learning English in foreign language schools, where they conduct a course of intensive immersion in the speech, culture and traditions of the country. In fact, this is an express learning method, because. behind limited time students must become imbued with a foreign environment, and turn into true British or Americans.
Principal features of the methodology:
- Language school is a communicative method of teaching. Communication here always takes precedence over reading, writing and grammar. At the same time, the emphasis is more on colloquial speech than formal English.
- The use of cases is actively practiced. They are game situations and discussions that contribute to the involvement of each student in the lesson process.
- Knowledge here is taught by a native speaker, and students will have to forget about such concepts as native speech and translation. All communication is conducted only in a foreign language.
- The student can choose individual training or classes in general groups.
If you do not take into account the financial side of the issue, this method has practically no drawbacks.
Conversational approach (Shechter)
Education is based on the perception of foreign speech as a native language. That is, the author seeks to develop in the student the ability to use English subconsciously, without thinking about the correct construction of grammatical structures or suitable vocabulary.
This skill is developed with the help of case studies and situational thinking: small sketches are played out in which each student must say his line. At the same time, the speech of the participants in the conversation is spontaneous, no one prepares remarks in advance and does not know the topic of the cases.
Such classes are held daily, the duration of the lesson is 3 hours. The development of the course is divided into 3-4 stages, the passage of each of which takes a month. Between the stages there is a break to consolidate the acquired knowledge.
Gunnenmark selections
This self-paced English course is a set of techniques to help you learn the basics of the language.
The method is based on the analysis of "speech stamps", i.e. the author proposes to study only the most important and frequently encountered rules, phrases and words in communication. Tutorials so they are called "Minigram", "Miniphraz" and "Minilex". All material is additionally illustrated and voiced by native speakers, so the technique is considered an ideal base for starting to learn English.
The duration and frequency of classes are regulated by the students themselves.
English through films, books and songs
Separately, it is worth mentioning such interesting methods learning English like watching movies, listening to songs and reading books in the original.
Yes, combining personal interests with study helps develop a craving for classes and a real passion for the language. But, do not think that you will turn on your favorite movie and immediately understand all the lines of the characters. In fact, this is a very painstaking work.
Even films with subtitles are very difficult to parse, because. often you have to stop playing a file, look for a translation of misunderstood words and write out new expressions in your dictionary. The same goes for songs and books in English in the original. Therefore, before embarking on such a technique, sensibly evaluate your strengths. We would recommend starting such work not earlier than mastering the intermediate level of knowledge (Advanced).
Interactive games and mobile applications
No less useful in teaching innovative technologies, which are based on a gaming technique.
Electronic platforms present the material in an accessible form and carefully monitor the consolidation of the information received. For example, if you are gaining vocabulary and learning flashcards, mobile applications will definitely check the assimilation of information in several ways: listening, writing and pronunciation.
Of the most popular online services, mobile applications and computer programs its useful to note:
- Duolingo;
- Rosettastone;
- Lex!;
- bussuu;
- Lingualeo.
All of them use game methods of teaching modern English language. For successful actions, users are rewarded with game points, and errors in answers lead to a decrease in rating and constant repetition of material. By the way, the repetition system is based on a deep analysis of the user's behavior: the success of memorization and the frequency of occurrence of a given word are taken into account.
Interactive apps are a great help in learning a language, but you can't rely on just using programs. We recommend combining game methods with solid grammar lessons.
How to choose your method of learning English?
Summing up the analysis of the methodology of teaching English, it is necessary to choose the best of the presented methods. However, this can only be done in individually. The choice of the right methodology is up to you, but we can only recommend criteria from which to build.
So, when choosing a methodology for learning English, you should take into account such factors as:
- the level of one's own preparedness;
- the amount of time you are willing to devote to classes;
- financial opportunities;
- own priorities and desires.
Also, be sure to advise you to analyze your own feelings of perception. You need to understand how it is easier for you to perceive information: by ear, by reading textbooks, by using video tutorials, in a playful way, etc. If you choose a method that suits your mindset, personality, and interests, academic success will take care of itself.
Learning a new language is complex and individual characteristics. While some are banging their heads against the wall, trying to memorize at least “my name is Vasya”, others already easily read Hamlet in the original and communicate with foreigners at ease. Why is it so easy for them to learn? Are there any special secrets of mastering a foreign language? You will learn more about this below.
How do we learn a language
When someone says they are unable to learn new language, then I want to object in response.
Anyone can learn a new language. This ability is hardwired into our brains from birth. It is thanks to her that we unconsciously and naturally master our native language. Moreover, being placed in an appropriate language environment, children are able to master a foreign language without any effort.
Yes, then we go to school, learn grammar and punctuation, polish and improve our knowledge, but the basis of our linguistic skills is precisely the foundation that was laid down in early childhood. Please note that this happens without any tricky techniques, language classes and teaching aids.
Why can't we, as adults, just as easily learn a second, third, fourth language? Maybe this linguistic ability is inherent only in children, and as they grow older it disappears?
Partly it is. The older we get, the more our brain plasticity (its ability to create new neurons and synapses) decreases. In addition to purely physiological obstacles, there is one more. The fact is that the process of mastering a language in adulthood is fundamentally different from that of a child. Children are constantly immersed in the learning environment and gain new knowledge at every step, while adults, as a rule, allocate certain hours for classes, and use their native language the rest of the time. Motivation is equally important. If a child simply cannot live without knowing the language, then an adult without a second language is quite capable of successfully existing.
This is all understandable, but what practical conclusions can be drawn from these facts?
How should we learn the language
If you want to quickly and efficiently master a foreign language, then during training you should try to follow some simple advice. They aim to minimize the effect age-related changes your brain, and also help you go through the whole process as easily and imperceptibly as children do.
Spaced repetitions
This technique allows you to better memorize new words and concepts. It lies in the fact that you must repeat the studied material at certain intervals, and the further, the smaller these intervals. For example, if you are learning new words, then they should be repeated several times during one lesson, then repeated the next day. Then again after a few days and finally fix the material after a week. Here is how this process looks like on a graph:
One successful application that uses this approach is . The program is able to keep track of which words you have learned and reminds you to repeat them after a certain time. At the same time, new lessons are built using the material already studied, so that the knowledge you have gained is fixed quite firmly.
Learn a language before bed
Mastering a new language requires, for the most part, simply memorizing large amounts of information. Yes, for grammar rules it is desirable to understand their application, but in general you will have to memorize new words already along with examples. For better memorization, do not miss the opportunity to repeat the material again before going to bed. A study by American scientists has confirmed that memorization before going to bed is much stronger than during a lesson during the day.
Learn content, not just language
Teachers with great experience are well aware that the abstract study of a foreign language is much more difficult than if it is used to master any interesting material. This is also confirmed by scientists. For example, an experiment was recently set up in which one group of participants learned French in the usual way, while the other was instead taught one of the basic subjects in French. As a result, the second group showed significant progress in listening comprehension and translation. Therefore, make sure to supplement your classes with the consumption of content that is interesting to you in the target language. This can be listening to podcasts, watching movies, reading books, etc.
We are all constantly busy, and making time for full-fledged activities is not so easy. Therefore, many people limit themselves to 2-3 hours a week, specially allocated for a foreign language. However, it is much better to practice, albeit less in time, but every day. Our brains don't have that much of a buffer. random access memory. When we try to cram the maximum amount of information into it in one hour, overflow quickly sets in. Much more useful are small in duration, but frequent classes. Just perfect for this, special ones are suitable that will allow you to practice at any free moment.
Mix old and new
We try to quickly advance in learning and get more new knowledge. However, this is not entirely correct. Things go much better when the new is mixed with already familiar material. So we not only learn fresh material more easily, but also consolidate the lessons learned. As a result, the process of mastering a foreign language is much faster.
For every person who wants to learn a language, the question arises: “What method should I use to learn?”. Now the market has a huge number of courses and tutors who offer their services. And each of them teaches according to his own method, claiming that it is the most effective one.
Unfortunately, most methods are not. And contrary to promises, the study of the language stretches for several years and does not give the desired results. How to avoid disappointment?
Today we will talk about the 5 main methods of teaching English and see what results you can get by studying them. In the end, you will understand which method you need fit better Total.
1. Special techniques (25 frames, hypnosis, associations, songs)
A lot of people want to learn English quickly and easily. In this regard, quite a number of unusual methods that promise amazing results, while not requiring much effort.
How are the lessons structured?
This, of course, depends on which way you choose to study. For example, training according to the 25 frame method is carried out by watching a video. However, all such activities have common feature: no need to make an effort and devote a lot of time to learning the language.
What is the efficiency?
There are no easy methods for learning a language. All of these methods are ineffective. Have you met many people who can tell you that they learned English with the help of frame 25?
You may be able to remember a certain number of words. However, they will not teach you to use the language, that is, to write and speak it, to correctly build sentences, to understand the interlocutor.
What is the result?
You will be able to learn a number of words. But you will not get the promised “magic” result.
2. Classical method of teaching English
Remember her? It was by this method that we were all taught at school, university and in many courses.
How are the lessons structured?
The main attention in the classroom is aimed at studying the theory of the English language. This is given up to 90% of the lesson time. In the classroom, students read stories, translate them, do written exercises, listen to audio and sometimes watch video lessons. Speaking skills are given about 10% of the lesson time.
What is the efficiency?
The effectiveness of this technique has been appreciated by many. After training, a person can write, read, translate and knows the rules in theory.
But learning English in this way is the same as learning to drive a car, studying the structure of the engine, while not driving. After all, then, when a person gets behind the wheel, he will not be able to go.
After studying according to the classical method, when you encounter a foreigner, you will understand that, if you can understand him, then you cannot answer and formulate your thoughts.
What is the result?
This technique can give you only theoretical knowledge, but you will not be able to speak the language. Important point: the whole theory without practical application forgotten very soon. That is why people remember almost nothing, taking breaks in learning for a long time.
How much do you need to study?
It really depends on your goal. It usually takes 6 months to complete one level. Education from entry level to intermediate level will take approximately 2.5 years.
3. Classes on the computer using special programs
This method is very similar to the classical one. The only difference is that textbooks and teachers are being replaced by computers and programs.
How are the lessons structured?
During classes, you work at the computer:
- read and translate;
- do the exercises;
- pass tests to consolidate theoretical knowledge;
- watch instructional videos;
- learn to understand speech by ear with the help of audio.
Speaking skill is also almost not given attention.
What is the efficiency?
Just like in the classical method, the emphasis is on the study of the theoretical part. If you want to learn how to speak, then you need to understand that tasks on the computer and watching videos will not teach you this. Therefore, faced with real life with English, you will realize that you cannot express your thoughts in English and formulate sentences correctly.
What is the result?
You will know the theory, understand what is being said to you, but you will not be able to speak the language yourself.
Result timeline:
Your training may take many years. In addition, if you work at a computer on your own, then learning will be slower than with a professional teacher. Since only a teacher can clearly explain the material, correct and explain your mistakes, and, if necessary, help to understand something.
4. Immersion in the language environment
This method was previously considered the only way speak in English. This statement appeared thanks to the classical teaching methodology. After all, people taught only theory, almost without training a conversational skill. And abroad, they finally started to speak and got results.
How are the lessons structured?
Training takes place abroad. Classes are held in the morning-afternoon, and in the evening you have free time.
In class you:
- Understand the theory
- Doing written exercises
- Speak a lot of English;
- Discuss various topics.
It is worth noting that Russian speech is completely absent in such classes, all lessons are held in English.
What is the efficiency?
This form of learning includes a huge amount of speaking practice. You speak English not only in class, but also in your free time, completely immersing yourself in English. Accordingly, the training is very effective. But even here there are downsides.
1. This method is suitable for people with at least an intermediate level of language proficiency. For beginners, it will be a lot of stress. They simply cannot understand what is being explained to them. Here no one will explain the rules in Russian.
2. The price of studying abroad is usually 3-7 times higher than studying at courses in Moscow. In addition, food and leisure expenses must be taken into account.
Read more about the cases in which this technique is most effective.
What is the result?
For people with high level knowledge of English, no doubt, this method will give excellent results: a person will accurately learn to express his thoughts and think in the language, increase vocabulary and improve pronunciation.
Result timeline:
Of course, the first results can be obtained after 1-2 weeks of classes. But in order to achieve a visible result, you will need training: from a month or more. In this case, you will noticeably improve your English.
5. Communicative method of teaching English
This technique is very popular today. At the same time, there are many supposedly "communicative" methods that are not them.
In this paragraph, we will analyze the methodology of our course, which is called ESL (English as a Second Language). This will make you understand basic principles which underlie all true communicative techniques.
How are the lessons structured?
Being engaged in this technique, a person begins to speak English from the first lesson. And it does not depend on what level of language proficiency the student has. Naturally, for beginners, they are taken completely simple themes and the basic rules that are practiced in the classroom.
80% of the lesson time is dedicated to the practical part and 20% is given to the theory. There is no point in learning a lot of theory and not using it. After all, it is important not only to know, but also to be able to apply this knowledge in practice.
For example, a student is told the time present simple. The teacher tells in what cases we use this time and how it is formed. And then students with the help of special conversational exercises reinforce this theory in practice. At home, all students are required to do their homework.
What is the efficiency?
By practicing every piece of the theory learned in practice, a person learns to apply all this knowledge. All the rules are laid out in the head on the shelves and are perfectly remembered.
What is the result?
By studying using the communicative method, you will not only understand the whole theory, but also learn to read, write, speak and think in English.
Result timeline:
If you start learning English from 0, then:
- 1 month of training is needed to start speaking.
- It takes 6 months to reach the levelpre-intermediate (target - English for travelling).
- 9 months to reach the level intermediate (target - English for work).
- about 12 months to raise your knowledgeup to upper-intermediate/advanced level.
So, now you know the features of the main methods of learning English. Some of them are effective and really give results, while others are unlikely to help in the study. Some are focused on giving knowledge, while others are focused on giving knowledge and developing skills.
The most important thing when choosing a methodology is to understand why you need English, and, based on this, choose the option that suits you.
